1594 

^lV THE 

COURSE OF STUDY 



IN 



CIVICS 



GRADES ONE TO SIX 



FOR THE 



Public Schools of Philadelphia 



JOHN P. GARBER 

Superintendent of Public Schools 



Authorized by The Board of Public Education July II, 1916 



THIRD EDITION 



PHILADELPHIA 

CENTRAL PRESS COMPANY, 1010 CHERRY STREET 

1917 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/courseofstudyincOOphil 



THE 



COURSE OF STUDY 



IN 







GRADES ONE TO SIX 



FOR THE 



Public Schools, of Philadelphia 



JOHN P. GARBER 

Superintendent of Public Schools 



Authorized by The Board of Public Education July 11, 1916 



THIRD EDITION 



PHILADELPHIA 

CENTRAL PRESS COMPANY, 1010 CHERRY STREET 

1917 



Uir <h 



1~ 
1.4 1 r 



D* of D. 
JUL 16 1917 



FOREWORD 



The purpose of the course of study in civics is to give 
the child such instruction and training as will help to 
make him a good citizen. The aim of the course is there- 
fore both immediate and remote. The course recognizes 
the child as a young citizen, a member of various com- 
munities such as the home, the school, the neighborhood, 
the city, the state and the nation, and aims to develop such 
habits and ideals as will make for right conduct and re- 
lationship as a young citizen. It also recognizes in the 
child the future adult citizen with wider duties and obli- 
gations, and aims in part to bring about such a develop- 
ment as will make for good and efficient citizenship in the 
years to come. 

The question may very properly be raised as to who 
is the good citizen. The good citizen may be defined as 
the one who habitually conducts his own affairs with 
proper regard for the welfare of the communities of which 
he is a member, and who is active and intelligent in his 
co-operation with his fellow members for the common 
good. This is an ideal not to be attained in the few short 
years of the elementary school. It must also be kept in 
mind that the child can be expected only in a small way 
to measure up to the standard of the adult citizen, but 
that he may be truly a good citizen as a child, gaining 
gradually in knowledge and power, and moving toward 
the fullness of perfection in citizenship. 

Effective training for good citizenship must begin 
even before the child enters school, and must continue 
through life. The influence which the school may exercise 
upon the home by bringing before it ideals which should 
be potent in producing an atmosphere that will make for 
this early training is very great. The school should lose 
no opportunity which presents itself for the rendering 
of this service. 



Before the child enters school he receives from the 
family life itself his first impressions of co-operation and 
responsibility. Whether these impressions and the social 
habits inculcated shall be for good or ill depends upon 
the atmosphere and efforts of the home. Good home edu- 
cation is thus the first factor in the development of good 
citizenship. 

At an early age the child enters a larger community, 
the school. The -establishment of the right social relations 
by and within the school is now of prime importance. 
Moreover, the school should consciously interpret to the 
child the community nature of the home, for the teacher 
can speak as an interested outsider regarding the relation 
of the child to the parent. The school should also lead the 
child to see how members of the larger community out- 
side the home and the school enter into his life and con- 
tribute to his welfare and the welfare of others. Civic 
education at this stage need not consider the organized 
agencies through which men co-operate, but the child 
must become more and more conscious of the interdepend- 
ence of the individuals in a community. Through the 
study of appropriate literature and through acquaintance 
with noble characters of history he should form ideals of 
loyalty and of personal honor and integrity. 

The good citizen must recognize himself as a member 
of the communities in which he lives and must recognize 
his responsibilities to them. He should know not only 
what each community is doing for him, but what he in 
return should do for it. He should practice those habits 
of right action which are necessary to the best interests 
of a community and himself. 

The real tests of good citizenship, then, are right 
thinking, right feeling and right action. The good citizen 
is one who knows what he should do, who desires to do 
it, and who puts his desires into action. Underlying good 
citizenship is good morality. The practice of the civic 
virtues is the basis for all acts of the good citizen. There 
are certain of the civic virtues so fundamental that failure 
to practice them makes one an undesirable member of 
a community. It would make little difference how well 



educated one might be if he were to fail to practice those 
virtues which society demands of its members. Under- 
lying the teaching of good citizenship, therefore, is moral 
instruction so given that it results in the right action of 
the child. The civic virtues which underly the course 
afford an opportunity for training in right moral habits. 

The results of instruction in the civic virtues should 
be cumulative. Certain virtues are assigned to particular 
grades, but once having been presented the teacher should 
see that practical applications are made whenever pos- 
sible. Although the work in the civic virtues does not 
appear as content material of the course after the fourth 
grade, teachers of the fifth and sixth grades should take 
every opportunity to inculcate these virtues and to re- 
quire their practice. 

The more concrete civic work, as contrasted with 
that of the civic virtues, which is primarily training in 
morals and manners, is begun in the third grade. From 
this point on a dominant note of the course is service. 
A most important element of good citizenship is faithful, 
willing, efficient service. 

Good citizenship also requires an active and intelli- 
gent co-operation with one's fellows for the welfare of 
a community. The story of the services rendered by 
those who supply us with the necessities of life, devel- 
oping the idea of our dependence on each other and our 
reciprocal duties, forms the first step in civic instruction 
toward this end. 

There are many things in every day life with which 
the humblest citizen should be acquainted if he is to be 
able to perform intelligently his service to the community. 
To have the child think on these things is an important 
step in his civic education. 

The nearest approach that is made to the govern- 
mental side of civic instruction in grades one to six is 
when the services of individuals such as the policeman, 
the fireman, the street cleaner are considered. But here 
again the underlying thought is service rendered, and 
while it is true that these services are governmental they 



are studied so that the child may have considered another 
form of service. 

An intelligent citizen must know something of the 
city in which he lives and so there has been introduced 
a study in some detail of the child's immediate neighbor- 
hood. In order to appreciate properly the place which 
Philadelphia holds among the cities of the world, he 
should know something of its importance as an industrial 
center. As a future producer, he should have some idea 
of the various occupations which are open to him and of 
the conditions under which he is entitled to work. 

In teaching the course, it must be kept in mind 
always that the work of the teacher has two aspects — 
first, the development of ideals of good citizenship; and 
second, training in such habits of right social conduct as 
will make the individual a desirable member of the 
various communities to which he belongs. The teacher 
must also bear in mind that these processes must be 
gradual in their development and application, and that 
the instruction and training given must be adapted in 
their presentation to the intelligence and maturity of the 
children being dealt with. In other words, as the child's 
powers unfold, he should be presented with information 
suitable to his mental development and customs of life; 
and further, this presentation should be such that a vital 
interest will be aroused and that right habits will ensue. 

This course of study, it is believed, represents a 
selection of material adapted to the accomplishment of 
these ends. Equally important, however, is the method of 
the teacher. At frequent intervals, therefore, there have 
been given suggestions and suggestive lessons. These are 
not intended to be exhaustive, but are merely outlines 
indicating suitable method, not only for the topic treated 
but also for other topics of a similar nature. In the prep- 
aration of similar lessons, and in their presentation, the 
utmost care should be exercised to keep the instruction 
from becoming formalized, with a consequent danger of 
robbing the lessons of the interest which is so necessary 
for good results. Also equally important with content 
and method is the teacher's understanding of the course 



as a whole and of the relation of the work of one grade to 
the work of other grades. This knowledge can be secured 
only by repeated readings and careful thought. Finally, 
and of surpassing importance, is the teacher's insight into 
the spirit of the course, and a personal interest and 
enthusiasm in teaching it. 

Civics, as a school subject, presents unusual oppor- 
tunity to the teacher. The content deals with facts 
related to ordinary life-experience. Since the field is 
comparatively new, the teacher is unhampered by tradi- 
tion as to method. Finally, the results to be secured are 
so vital to the perpetuation of our social institutions and 
the preservation of city, state and nation that every 
patriotic citizen-teacher should welcome the chance to 
participate in a constructive program definitely aimed at 
an improvement in the quality of our citizenship. 



COURSE OF STUDY IN CIVICS 

Grades One to Six 



FIRST GRADE 
Introduction 



It is the purpose of the course in civics in the first 
grade to lay the foundation of good citizenship by devel- 
oping in the child some of the fundamental civic virtues. 
The work in this grade is, therefore, primarily training 
in morals and manners. 

There are three conditions necessary to the develop- 
ment of right moral conduct. The child must know what 
is right; he must desire to do it; but, most important of 
all, he must be trained, through constant practice, in the 
formation of good habits. 

The knowledge of the right and the emotional basis 
for future action may be given by means of story, poem, 
song, memory gem, games, dramatization and other class 
or group exercises. In such instruction, care should be 
taken to avoid pointing the moral, as to do so is likely to 
spoil the emotional reaction desired. While this instruc- 
tion will constitute a very small part of the day's work, 
the doing side or practical application will be constant. 

In the main, the teacher's method should be one of 
securing results by commendation rather than by censure. 

With the first grade child, in a large degree, the 
teacher represents what in later life will be superseded by 
group opinion. 

There should be a daily exemplification in the life of 
the teacher of the civic virtues which she teaches to her 
class. "What you are speaks so loud that I cannot hear 
what you say," writes Emerson. 



First grade 10 

1A 

I. Obedience 

1. To one's teacher: Begin with securing obedience to 

simple directions such as "Rise," "Pass," etc.; 
develop class movements with orderliness and 
promptness; require obedience to instructions 
given by teacher to individual or group. 

2. To other teachers: Impress on the children the neces- 

sity for obedience to any teacher who gives a 
direction. 

3. To principal. 

4. To janitor. 

5. To bells : What does the bell say? Obedience to bell in 

classroom and on the playground. 
Note. — In the treatment of this, as of other topics, the 
teacher's example is of great importance. Obedience to 
bells by the teacher, the supporting of other teachers — both 
have an important influence on the obedience of the children. 

II. Cleanliness 

1. Personal cleanliness: Clean face, hands, neck and 

ears ; use of water, soap and, towel. 

2. Personal belongings : Clean dress, blouse, handker- 

chief, books, papers; try to arouse a pride in 
cleanliness and in neatness of personal belong- 
ings. 

3. Immediate surroundings: Use of door-mat, waste- 

paper basket, garbage can, umbrella stand. 
Notes : 

This topic is treated in the course in physiology and 
hygiene. The emphasis here should be placed on the social 
side of cleanliness. Use every opportunity to build up a 
group spirit in regard to cleanliness. 

The influence of the teacher's example — the care which 
she takes of her blackboards, desk, window-sills, etc. — is of 
great importance. 

III. Orderliness 

1. Personal appearance: Care of hair, dress, necktie, 

shoes, stockings; try to arouse a pride in per- 
sonal appearance. 

2. Personal belongings and immediate surroundings: 

Keeping books, desk, floor, cloak. room in order. 
Notes : 

The influence of the teacher's example — the care with 
which she arranges her blackboards, desk, window-sills, etc. 
— is of great importance. 

Relate this topic to Cleanliness. 



First grade 11 

IB 

IV. Courtesy 

1. To one's teacher. 

2. To other teachers. 

3. To principal. 

4. To janitor. 

5. To one another. 

6. To newcomers. 

Teach "Good-morning," "Good-afternoon," "Yes, thank you," 
"Yes, Miss A — ," lifting of hat, bowing, and other forms of 
courteous speech and action. 

Note. — An act of courtesy by the teacher toward a child 
tends to produce a like reaction on the part of the child. The 
observance of good social usage has its advantages and 
should not be dropped by the teacher at the school door. 

V. Helpfulness 

1. To one's teacher: Children should be given the oppor- 

tunity and encouraged to do things for the 
teacher, such as cleaning boards, watering plants, 
etc. 

2. To other children. 

3. To the janitor. 

Note. — Relate this topic to Obedience, Cleanliness, Orderli- 
ness. 

VI. Kindness to Animals 

See suggestions for teaching this topic, p. 32. 

The division of civic virtues into A and B work is 
somewhat arbitrary. As has been stated, the purpose of 
the course is that these civic virtues shall become fixed as 
habits as soon as possible. The teacher, therefore, 
should begin to train the children in the formation of 
such habits from the beginning of the term as opportunity- 
may offer. Instruction in the civic virtues, however, in 
the form indicated by the suggestive lessons, should be 
deferred until the half-year indicated. 

Suggestions on the Teaching of Obedience 

The work of the teacher in developing the habit of 
obedience begins with the moment the newly admitted 
child comes to the room. This problem is a constant one 
and cannot be deferred until a civics period is reached. 



First grade 12 

Before the work of the class can be fairly begun the chil- 
dren must become accustomed to the teacher, understand 
directions which she gives, and begin to form the habit of 
obedience. At this point, therefore, the problem of the 
teacher is not primarily one of instruction but one of 
habit formation. 

The first obedience will be simply a response to the 
teacher's authority. As the children come to know the 
teacher better the motive should be brought over from 
obedience to authority to a desire to do the right in order 
to win the approval of the teacher. From this point on 
the effort may be made toward developing in some simple 
way a class spirit for obedience. 

From time to time as occasion offers the teacher 
should take advantage of situations arising in the class. 
A good story which fits a situation may be used to bring 
before the class the point which the teacher wishes to 
present. 

The question of obedience to others in authority will 
have to parallel the work of obedience to the teacher. 
Most of the teacher's effort along this line will depend 
upon actual conditions arising in and around the school. 

Suggestive Lesson — Cleanliness 
The topic of cleanliness may be approached by the 
telling of a story, the story here selected being "The Pig 
Brother." The motive for this lesson could be established 
in the minds of the children by a reference to dirty 
hands. This reference should not be made too promi- 
nent, but sufficiently so to afford an opportunity for the 
telling of the story. In doing this, care should be taken 
not to wound the feelings of any child. 

In the telling of the story each part should be made 
to stand out distinctly and produce a picture in the child's 
mind. The teacher should, as far as possible, act out the 
story. There should be no attempt to point the moral. 
When the story has been completed, it should be dropped 
and some other line of work taken up. 

At some other period, either on the day of the telling 
of the story or soon afterward, the teaching of a simple 



First grade 13 

song having some reference to personal cleanliness might 
be begun. If there are any points of connection or re- 
semblance between the story and the song, they might 
be mentioned incidentally by the teacher. The words of 
the song may be memorized by the children, and used 
whenever desired. 

A few days after the first telling of the story, it may 
be repeated if the teacher so desires, and the children 
encouraged to talk about the characters involved. Pic- 
tures of the child, the angel, and the animals mentioned 
in the story might be used as illustrations. 

From this it is a very easy step to playing the story 
or dramatization. This should be spontaneous, the 
teacher guiding the children to the point where they will 
want to play "The Pig Brother." The less formal this 
play is made and the freer the children are, the more 
successful will be the result. 

During some game or relaxation period, the children 
should play "The Pig Brother," or any other game which 
might have a bearing on the subject of cleanliness. 

At no point during this work is there to be direct 
instruction, but the children should be brought to feel 
that cleanliness is a thing to be desired and obtained. 



SECOND GRADE 

Introduction 

The teacher of the second grade is to make herself 
familiar with the work which has been done in the first 
grade. While the work throughout the entire course is 
intended to be cumulative, it is not the intention that the 
work of each grade should begin with a review of the 
work of the previous grade. This cumulation of the 
work means first, that the teacher shall see to it that the 
habits of right action formed in the first grade are con- 
tinued; and second, that each new topic shall be treated 
in the light of the work already taught and shall show 
constantly any interrelationships which may exist. 
This does not mean, however, that if the teacher finds 
the children lacking in the exercise of any of the civic 
virtues of the first grade she shall not endeavor to teach 
these virtues. 

The teacher must ever keep in mind that the chief 
criterion of her work is to be found in the conduct of the 
children. 

2A 

I. Punctuality 

1. At school: Arrival; impress on the children the neces- 

sity for being in their classrooms on time; 
obedience to commands and signals — require the 
children to be prompt in forming lines in the 
school yard and in other mass movements; the 
necessity for bringing in exercises, reports, etc., 
promptly. 

2. At home: Show the children the need of so regulating 

their affairs at home, such as rising when called, 
running errands, etc., as not to interfere with 
their prompt arrival at school. 
Notes: 

The teacher should strive to develop in the children the 
habit of punctuality. Begin to show the effects of the indi- 
vidual's tardiness on the group and to develop a class spirit 
against tardiness. 

14 



Second grade 15 

The influence of the teacher's example is of great 
importance. 

Relate this topic to Obedience and Helpfulness. 

II. Truthfulness 

1. In dealings with school authorities — teachers, principal, 

janitor: In admission of wrong-doing; in work, 
action and speech; in making complaints; in 
reporting school happenings at home. 

2. In dealings with other children. 

3. To parents. 
Notes: 

The influence of the teacher's example must be kept 
constantly in mind. The confidence of the children must 
be secured. Promises which are not to be kept must not be 
made. Do not create a situation which tempts a child to lie. 

The teacher should distinguish carefully between un- 
truthfulness and romancing. An effort should be made to 
check gently the tendency toward romancing. 

III. Care of Property 

1. Personal belongings: Pride in the ownership of things 

kept neat and clean; what these things mean to 
us and how we want others to treat them. 

2. School property: Care of books, pencils, desks, walls, 

yard; try to arouse pride in the school and its 
appearance. 

3. Belongings of other children. The Golden Rule. 

4. Neighborhood property: Try to arouse pride in the 

appearance of the neighborhood. 
Notes : 

The teacher should respect the child's property. 

Relate this topic to Obedience, Cleanliness, Helpfulness. 

2B 

IV. Fair Play 

1. Between teachers and children. 

2. Between principal and children. 

3. Between the child and other children. 

4. Between janitor and children. 

Note. — Practically every school activity affords an oppor- 
tunity for the practice of this virtue. The teacher must play 
fair in all her relations with the children. 

V. Safety 

1. At school: The fire drill; danger of tripping other chil- 
dren, pushing in the lines on the stairs, rough 
play; taking care of smaller children. 



Second grade 16 

2. On the street: The dangers of the street — wagons, 
automobiles and trolley cars; crossing the street; 
playing in the street; danger in touching fallen 
wires; the bonfire; how we may protect others 
by throwing fruit skins, etc., into the proper 
receptacles. 
Note. — Relate this topic to Obedience* Cleanliness, Orderli- 
ness, Helpfulness. 

VI. Kindness to Animals 

See suggestions for teaching this topic, p. 32. 

The division of civic virtues' into A and B work is 
somewhat arbitrary. The purpose of the course is that 
these civic virtues shall become fixed as habits as soon as 
possible. The teacher, therefore, should begin to train 
the children in the formation of such habits from the 
beginning of the term as opportunity may offer. Instruc- 
tion in the civic virtues, however, in the form indicated 
by the suggestive lessons, should be deferred until the 
half-year indicated. 

Suggestions on the Teaching of Punctuality 

The class should furnish the motive for this series of 
lessons. On a day or succession of days when every child 
arrives at school on time attention should be called to the 
fact. The children should have pointed out to them that 
no time has been lost, that everybody began work to- 
gether, and that their work was not interrupted by the 
arrival of a late-comer. The children should be led to see 
that punctuality is a desirable thing, that it makes for 
the happiness of every one, and that tardiness is undesir- 
able, defrauding others of their rights and making for 
unhappiness. The application of the Golden Rule just 
here is evident. Aim to develop a class spirit of 
punctuality. 

The teacher should endeavor to have the habit of 
promptness in arriving at school tied to the habit of 
promptness in forming lines, obeying signals and com- 
mands, in the performance of all school tasks, in rising 
in the morning, in going errands. 



Second grade 17 

By means of stories the unfortunate results which 
sometimes follow tardiness may be brought out. In each 
instance compare the result of tardy action with that of 
prompt action. The positive side should be stressed. 

Suggestions on the Teaching of Care of Property 

The care of pencil, crayon or book forms a good 
starting point for the treatment of this topic. The 
teacher should strive to arouse in each child a feeling of 
ownership in such school materials as are given to him 
and pride in caring for them. The new box of crayons 
or the new book affords an especially good opportunity 
for doing this. The teacher should let the child know 
what she expects of him in regard to the care of the 
crayons or the book. Good results will come rather as a 
result of the teacher's vigilance than as the effect of her 
talk. The child has kept something in good condition, 
and because he has done so he will be the more likely to 
care for other things. Praise for care of property will 
go a long way toward fixing the habit of carefulness. 
Properly managed competition between children to see 
who can keep the book clean longest, or the crayons from 
being broken, may prove of value. Often a story in- 
vented by the teacher to fit a particular incident in the 
class will prove of value in keeping up interest. Begin- 
ning with the care of some one or two things belonging 
to the individual, the work should gradually be extended 
to a number of things which are general property. The 
care of the floor, the walls, the school yard and neighbor- 
ing property will form steps in the development of the 
topic. 



THIRD GRADE 

Introduction 

The course in civics for the first and second grades 
has aimed to lay the foundation of good citizenship by 
training the chilpl in some of the fundamental civic vir- 
tues. The work so far, therefore, has been primarily a 
training in morals and manners.-. Work of this nature 
is to be continued in the third grade. In such work the 
teacher should see to it that good habits which have been 
formed are strengthened and that other habits of a de- 
sirable nature are given definite opportunity for growth. 
The new topics introduced in the third grade should be 
treated in the light of the work previously taught and 
whenever possible should be correlated with the previous 
work. 

As contrasted with the civic virtues, in this grade 
the course begins to touch upon civic topics which are 
more concrete in their nature. The child should now 
think about civic matters in the simplest form possible. 
Every child is interested in persons who contribute to 
the satisfaction of such needs as food, clothing, shelter, 
fuel and health. A study of persons who are engaged in 
occupations contributing to the satisfaction of these 
needs therefore forms the additional content of the course 
for this grade. 

In the selection of topics and methods of presenta- 
tion the teacher should always keep in mind that the 
work should deal with life-situations. The immediate 
interests of the children and the local environment of the 
school should weigh strongly in the selections made. In 
order to give the teacher every opportunity to make her 
instruction most effective, she is not limited to the occu- 
pations mentioned, but, with permission of the principal, 
may substitute others if they seem more applicable to her 
class. 

18 



Third grade 19 

The teacher, therefore, is given great freedom in the 
work of this grade. The fundamental ideas which she 
should develop in the course of the year's work are the 
idea of service rendered each to each, the idea of the need 
of one for the other, and the idea of the duties arising out 
of such human relationships. Other ideas which should 
be developed are those of the nobility of work, respect for 
all occupations, and respect for persons engaged in these 
occupations. The teacher should also endeavor to leave 
in the minds of the children a residuum of knowledge 
which will help them to comprehend some of the basic 
facts of our complex civilization. The teacher must 
always keep in mind, however, that mere fact-getting is 
unimportant, and that facts are of value only as far as 
they are applied in the development of the ideas which 
constitute the real background for the year's work. In 
all this work, splendid opportunity is afforded to teach 
in a natural setting the civic virtues of this and previous 
grades. 

3 A 

I. Thoroughness 

1. In school work: Each task should be done with care; 

strive to develop in the child the habit of keeping 

at his work until it is completed; try to develop 

self-dependence. 

Note. — If perseverance and self-dependence are 

to be given favorable conditions for growth, the 

teacher must not require more work than can be 

completed in the time allotted. 

2. At home: Thoroughness in performing school tasks at 

home; thoroughness in all other duties. 

3. In obedience to the rules of the school. 

Note. — Relate this topic to Obedience, Cleanliness, Orderli- 
ness, Helpfulness, Care of property. 

II. Honesty 

1. Regarding the property of others: School supplies; 

care and prompt return of borrowed articles, 
including library books; what to do with articles 
we find; making amends for injured property. 

2. In work: In preparing lessons; in performing other 

duties. 

3. In play: Playing fair. 

Note. — Relate this topic to Thoroughness. 



Third grade 20 

3 B 

III. Respect 

1. For parents and older persons. 

2. For those in authority: The teacher; the principal; 

the janitor; the policeman. 

3. For those who are serving us : This should be taught in 

connection with the study of occupations intro- 
duced in this grade. 

4. For other children. 

5. For the' flag. 

Note. — Relate this topic to Courtesy and Helpfulness. 

IV. Kindness to Animals 

See suggestions for teaching this topic, p. 32. 

The division of civic virtues into A and B work is 
somewhat arbitrary. The purpose of the course is that 
these civic virtues shall become fixed as habits as soon as 
possible. The teacher, therefore, should begin to train 
the children in the formation of such habits from the be- 
ginning of the term as opportunity may offer. Instruc- 
tion in the civic virtues, however, in the form indicated 
by the suggestive lessons in the first and second grades, 
should be deferred until the half-year indicated, the pres- 
entation, of course, being adapted to the maturity of the 
children. 



Additional content of the course for the third grade 
is to be found in a study of some of the following topics 
or any other topics dealing with occupations which the 
teacher and principal may select. The topics selected 
must be such as to lend themselves readily to a develop- 
ment in the minds of the children of the ideas of service, 
dependence and interdependence, and reciprocal duties. 
In the selection of topics the teacher should be guided by 
the interest of the class : 

3A 

1. The baker, the milkman, the butcher, the grocer, or 

any of the other people who supply us with food. 

2. The tailor, the dressmaker, the shoemaker, or any of 

the other people who supply us with clothing. 



Third grade 21 

3B 

3. The bricklayer, the carpenter, the painter, the plumber, 

or any of the other people who supply us with 
shelter. 

4. The coalman, the miner, the woodman, the oilman, or 

any of the other people who supply us with fuel. 

5. The physician, the druggist, the nurse, or any of the 

other people who help us keep well or aid us when 
we are ill. 

Suggestions Concerning General Method 

The purpose of the work in this grade is to develop 
in the child some idea of the many services which are 
being rendered to him, how dependent he is upon the 
people who are serving him, and what his duties are to 
those rendering service and their duties to him. As op- 
portunity affords, the notion of interdependence should 
also be developed. 

The material which has been selected to be used in 
the development of these ideas consists of a study of a few 
of the many people who are engaged in various occupa- 
tions which render service. To the child it should seem 
that he is studying simply about people and what they 
are doing. It is the baker, the carpenter, the physician, 
in whom he is to be interested. In this sense the work is 
biographical. The child is not studying about service, or 
dependence, or interdependence, or duties, as such, but 
about people. These underlying ideas of service, depend- 
ence, interdependence and duties are for the child only as 
they slowly grow upon him as he studies about people. 
To the teacher, they are the ultimate aim. If achieved 
even in part they will be the result of a slow process. 

There are, then, two important aspects of the work of 
the grade: 

1. The child should be led to take an interest in the 
people who are working all around him. He knows about 
them already. There may be very little of new material 
given to him. The important thing is that he think about 
these people and have his interest aroused. 



Third grade 22 

2. The teacher should develop, very simply, the 
fundamental ideas of service, dependence and interde- 
pendence, and reciprocal duties. 

The method employed should be conversational, the 
children being- encouraged to talk about the topics. This 
method may be supplemented by story-telling, reading 
from suitable books, visits to see the various people at 
work, etc. The part of the teacher should be that of a 
guide. If the teacher is governed in her selection of 
topics by the interest of the children most of the ma- 
terial will be supplied by them. The extent of the treat- 
ment should depend on the interest of the children. The 
ideas of service, dependence and interdependence, and 
duties should not be forced into the discussion, but should 
grow naturally out of the treatment of the topics as they 
are taught. 

The idea of service should grow out of the conversa- 
tions about the various characters studied. Each person 
mentioned touches a great many others who are render- 
ing service. The study of the baker naturally leads to at 
least a mention of the farmer, the miller, and a number 
of other people concerned in the production and trans- 
portation of the materials used in the making of bread. 
It is not necessary to be constantly pointing the moral of 
service. If the children are brought to think and talk 
about the people who are working for them the idea of 
service will develop. 

In the treatment of each one of the characters con- 
cerned in the supplying of a given need, such as food, the 
ideas of dependence and interdependence will appear. 
The baker is dependent on the miller, the farmer, and 
many others for the materials which he needs. When a 
sufficient number of the people engaged in supplying us 
with food has been studied it might be well to show how 
dependent we are for our food upon others. The follow- 
ing outline, which is applicable in teaching any of the 
topics assigned to this grade, may be found helpful : 

1. By conversation develop the idea of our need of 
food. 



Third grade 23 

2. Have the children name some of the articles of 
food which we now enjoy but which we would not have 
were it not for the work of others. Compare the food 
which our ancestors had, when they had to supply it all 
for themselves, with the food which we have to-day. 

3. Show how in return for the special service each 
child's father, mother, brother or sister renders he re- 
ceives the results of the labors of a multitude of others. 

4. Develop very simply the idea of interdependence 
of men. For example, show how the bread which the 
child had for breakfast was produced by the work of the 
baker, the miller, the farmer; how each of these is de- 
pendent on the other ; and how the child's father, mother, 
brother or sister may be rendering a service which sup- 
plies some need of these men. 

5. The development of the idea of reciprocal duties 
will be incidental to the discussion of the various people 
considered. Opportunity is here given for reviewing the 
civic virtues already taught. The following outline is 
merely suggestive. It is for the teacher only and under 
no circumstances is it to be given to the class as an 
outline. 

Reciprocal Duties 

(a) In our relations to those who are serving us we 
should : 

Respect the one rendering worthy service and 
the occupation whatever it may be. 

Be honest in all our dealings. 

Be courteous : Be considerate of the feelings of 
all who serve us. 

Be punctual : Help tradesmen by answering the 
bell promptly ; pay our bills when due. 

Be truthful : Not misrepresent our case to gain 
an advantage. 

Be helpful: Avoid making unnecessary com- 
plaints ; make things easy for those who 
are serving us. 



Third grade 24 

(b) We expect those who are serving us to be: 

Honest : We will not deal with dishonest trades- 
men. 

Faithful : We expect the tradesmen to serve us 
faithfully. 

Clean: We will not deal with tradesmen who 
are dirty or who keep dirty stores, etc. 

Courteous : We like to deal with a person who 
is* polite. 

Truthful: We insist oil getting what we ask 
for ; goods must not be misrepresented. 

Orderly: Neatly arranged goods are more at- 
tractive than slovenly arranged goods. 

Suggestive Lesson — The Baker 

This topic might be introduced by a conversation 
with the class on the subject of breakfast. The children 
will name readily a number of articles of food which they 
have had for breakfast. Care should be taken not to 
bring into prominence nor to offend the child whose meal 
has been meager. Among the articles mentioned will 
probably be bread and rolls. 

When bread and rolls have been mentioned, the con- 
versation should be turned toward these particular ar- 
ticles of food. The questions "Where did the bread come 
from?" "How was it brought to your home?" etc., will 
lead to the subject of the bakery and the baker. When 
interest has been aroused in these subjects the lesson 
might be dropped with the suggestion that the children 
find out all they can about the baker and his work. 

At the beginning of the next civics period the chil- 
dren should be encouraged to tell what they have found 
out about the baker and his work. In the discussion the 
teacher might have the children mention the various 
things which the baker needs in his work and perhaps 
list them on the board. At this point in the work, some 
one article might be selected for particular study, for 
example, flour. In this and in the succeeding periods the 



Third grade 25 

children should be led to talk about the flour. Such sub- 
jects may be discussed as "Who makes the flour?" "A 
visit to a flour mill," "How flour is made," "Where the 
wheat comes from," "The farmer and the wheat," "How 
the wheat is carried to the mill." It should be kept in 
mind, however, that the topic is not to be treated as if it 
were geography. The purpose is not the imparting of 
information about flour, wheat or bread, but such infor- 
mation is simply the means for developing the ideas of 
service, dependence and interdependence, and duties. 
The dependence of the farmer on others for his plow, 
etc., the miller on the farmer and the railroad, the baker 
on the miller, and our dependence on all, form an excel- 
lent means for picturing to the child the dependence of 
man. 

Such subjects as the delivery of bread, emphasizing 
cleanliness, etc., will furnish material for valuable les- 
sons of real civic nature. 

Suggestions on the Teaching of the People Who 
Supply Us With Shelter 

If so desired this topic might be approached from 
the historic side. The teacher could devote two or three 
short periods to the study of the development of our 
houses from the houses of primitive man. Children who 
are familiar -with "Ab, the Cave Man," "Tolmi of the 
Tree Tops," the Dopp books, and others of similar char- 
acter, will be able to give most of this information, the 
teacher bringing out any points needing emphasis and 
supplementing the children's knowledge when necessary. 
To other children the teacher can tell the story of the 
people who lived in trees and in caves and who later 
learned to build very rude houses for themselves. 

These rude houses may suggest to the children the 
wigwams of the Indians, and these in turn will probably 
be found to be associated in their minds with the log 
houses of the early settlers. The story of these early 
houses will serve to stimulate the interest of the children 
in the topic, and later on may be used as a basis for com- 
parison with their present houses. 



Third grade 26 

Before beginning a study of our present houses a 
visit to a building operation would be valuable, so that 
the children may see the stone masons, bricklayers, and 
carpenters at work. The children will probably be able 
to give a more or less complete list of those who are en- 
gaged in building our houses. This list will depend on 
the knowledge of the children, and will probably vary in 
different localities. It need not be exhaustive. 

The teacheK must keep in mind that the aims of the 
work are to bring the children to realize the service which 
these people are rendering and our dependence on them. 
Any detail which may be given should be regarded as of 
importance only as it adds interest and assists in the de- 
velopment of the underlying aims. 

Some idea of the interdependence of different mem- 
bers of the community on each other may also be de- 
veloped. For example, the carpenter is able to devote all 
his time to the building of houses because the farmer, the 
tailor, and others are working to provide him with food 
and clothing. These examples should be given by the 
children and will be determined by their individual 
experiences. 

Splendid opportunity is afforded in all this work to 
teach in a natural setting the civic virtues of this and 
previous grades. 



FOURTH GRADE 

Introduction 

The teacher of the fourth grade is to make herself 
familiar with the work which has been done in the 
previous grades. While the work throughout the entire 
course is intended to be cumulative, it is not the intention 
that the work of each grade should begin with a review of 
the work of the previous grades. This cumulation of the 
work means first, that the teacher shall see to it that the 
habits of right action formed in the previous grades are 
continued; and second, that each new topic shall be 
treated in the light of the work already taught and shall 
show constantly any interrelationships which may exist. 
This does not mean, however, that if the teacher finds 
the children lacking in the exercise of any of the civic 
virtues of the previous grades she shall not endeavor to 
teach these virtues. The teacher must ever keep in mind 
that the chief criterion of her work is to be found in the 
conduct of the children. 

In the work in civics in the fourth grade the idea of 
service is still the dominant note. The work differs 
from that of the third grade, however, in that the people 
who are being studied render a service which is primarily 
civic. A study is made of the public servants, both those 
who are directly in the employ of the community and 
those who, although employed by private individuals, are, 
through contract, engaged in public service. In the study 
of these various people it should be kept in mind that the 
purpose is to see the service rendered, and that the ac- 
quiring of information is but incidental. The method 
should be biographical. Stories, conversations, or reports 
made by children on topics investigated afford excellent 
means of presenting the work of the grade. The work 
should be so treated as to arouse in the children an 
interest in these public servants, a friendly feeling toward 

27 



Fourth grade 28 

them, and a desire to aid them in the services they are 
rendering. 

4 A 

I. Courage 

1. Physical — through stories of heroic acts. 

2. Moral — in truthfulness and honesty. 

II. Self-Control — in act and speech 

1. At honfe. 

2. At school. 

3. At play. 

Note. — In the treatment of this, as of other topics, the 
teacher's example is of great importance. 

III. Thrift 

1. Care in the use of school supplies: The economical 

use of paper, books, pencils, crayons, pens. 

2. Care of clothing: Those who provide our clothing for 

us; how we should take care of it. 

3. The spending of money: What money is for; the wise 

use of money. 

4. The saving of money: The home hank; the school bank; 

the savings bank; encourage the children to save 
for some definite object a part of the money 
which is given to them or which they may earn. 

5. The saving of time. 

Note. — Relate this topic to Care of property, Punctuality. 

4B 

IV. Perseverance 

1. In work: At home; at school. 

2. In well-doing. 

Note. — Relate this topic to Thoroughness. 

V. Kindness to Animals 

See suggestions for teaching this topic, p. 32. 

The division of civic virtues into A and B work is 
somewhat arbitrary. The purpose of the course is that 
these civic virtues shall become fixed as habits as soon as 
possible. The teacher, therefore, should begin to train the 
children in the formation of such habits from the begin- 
ning of the term as opportunity may offer. Instruction in 
the civic virtues, however, in the form indicated by the 
suggestive lessons in the first and second grades, should 



Fourth grade 29 

be deferred until the half-year indicated, the presenta- 
tion, of course, being adapted to the maturity of the 
children. 



Additional content for the fourth grade consists of a 
study of the following topics : 

4A 
I. The Policeman 

1. Stories of police heroism. 

2. What the policeman does for us: Protects our homes; 

sends in alarm in case of fire; keeps watch while 
we are away, etc. Protects us on the streets by 
reporting cave-ins and putting up warning sig- 
nals, etc. Protects us at street crossings from 
horses, automobiles, cars, etc. 

3. How we may aid the policeman. 

Note. — Relate this topic to Obedience, Helpfulness, Care of 
property, Respect, Self-control, Courage, Fair play, Safety. 

II. The Fireman 

1. The story of a fire: The alarm; the race to the fire; 

how the firemen fight the fire; stories of heroic 
acts of firemen. 

2. A visit to a fire station: The engines; the firemen 

always ready to respond to an alarm; the horses; 
the automobile service; what takes place when an 
alarm of fire is sounded. 

3. Prevention of fires: Care in the use of matches — the 

rule of the United States Forestry Service: 
Break your match before throwing it away; the 
danger of playing with fire; the uses of fire 
when it is man's servant; its dangers when it 
becomes master; stories of great fires, loss of 
life, property, etc. 

4. Giving alarms in case of fire: How alarms are sent 

in; false alarms. 

5. Precautions to insure personal safety: Care in the use 

of inflammable or explosive materials; keeping 
hallways, fire escapes and other exits clear of 
obstructions; noting location of exits; keeping 
cool in case of fire — how easy it is for every one 
to get out if all keep cool — danger from panic — 
aiding the weak. 
Note. — Relate this topic to Safety, Self-control, Courage. 



Fourth grade 30 

III. The Postman 

1. The story of a letter: How it is posted; the collec- 

tion; the sub-postal station or the post-office; 
how a letter travels ; the letter ready for delivery. 

2. The postman: How often he delivers mail in your 

neighborhood; some of the things which he has 
to do; rural free delivery service. 

3. A visit to the post-office: What we see; the sorting; 

stamping, etc. 

4. How we may help the postman: Addressing letters 

pr3perly; writing distinctly in addressing letters; 
placing the stamp properly; answering the bell 
promptly for the postman; saving time by hav- 
ing a letter box. 
Note. — Relate this topic to Helpfulness. 

4B 

IV. The Street Cleaner 

1. Our streets — the hallways of the city. 

2. The people who use the streets. 

3. How the streets become dirty: The dirt caused by 

carelessness. 

4. The story of the men who clean the streets: How the 

streets are cleaned. 

5. How clean streets make for health. 

6. How we may aid in keeping our streets clean. 

Note. — Relate this topic to Cleanliness, Helpfulness, Safety, 
Respect. 

V. The Garbage Collector 

1. Garbage — waste food: Care not to throw away any 

food that can be used. 

2. The garbage can covered. Why? 

3. The relation of decayed garbage to health — flies. 

4. The garbage collector: What he does for us; when 

and how he makes his collections — the covered 
iron wagon; what is done with the garbage. 

5. Importance of observing city regulations. 

Note. — Relate this topic to Cleanliness, Helpfulness, Safety, 
Respect, Thrift. 

VI. The Ash Collector and the Rubbish Collector 

1. The ashes in our houses: Keep in metal receptacles if 

possible to avoid fire. 

2. The rubbish in our houses : Danger of allowing rubbish 

to accumulate — fire — health; danger of fire from 
mixing ashes and rubbish. 



Fourth grade 31 

3. The ash collector and the rubbish collector: What they 

do for us; when and how they make their collec- 
tions; the wagons they use; what is done with 
the ashes. 

4. Importance of observing city regulations. 

Note. — .Relate this topic to Cleanliness, Helpfulness, Safety, 
Respect. 

Suggestions on the Teaching of Thrift 

A beginning for this work has been made in the 
second grade under the topic Care of property. Children 
should be taught how to make the best use of the mate- 
rials which are furnished them or with which they may 
supply themselves and to exercise economy in the use of 
materials with which they are working. 

Teachers should talk with the children about the care 
which they should take of their clothing. Hats or coats 
which have been thrown carelessly on the floor of the 
cloak room or on the playground may be made to serve as 
a motive to bring this topic to the attention of the chil- 
dren. The appeal may be made through the story of the 
sacrifice which the parents may be making to clothe their 
boys and girls. 

The teacher should strive to develop in the children 
the idea that money is of value to us only as it enables 
us to purchase those things which we need. The thought 
that the wise spending of money is as important as saving 
should be brought out. Opportunity is afforded at this 
point to teach how one may secure the greatest return 
for the expenditure of money for food and other 
necessities. 

If the school has a school bank this will afford an ex- 
cellent opportunity for the teaching of the topic of saving. 
The demonstration of the fact that money when placed 
in a savings bank works for us and brings an actual 
return will often lead to the habit of saving. The differ- 
ence between saving and hoarding money should be 
shown. Our money in the savings bank is not lying idle 
but is actually working for us. 



Fourth grade 32 

Children should be taught to make the best use of 
their time. When a child has finished his own tasks 
before the remainder of the class, he should be encour- 
aged in the habit of finding something profitable to do. 

Suggestions on the Teaching of Kindness to Animals 

One of the most effective methods of teaching kind- 
ness to animals is by means of the story. The general 
method of handling this has already been illustrated in 
the suggestive lesson on Cleanliness in the first grade. 
Similar lessons, adapted in their presentation to the 
maturity and intelligence of the children, should be given 
in the second, third and fourth grades. In the fourth 
grade, also, the attempt might be made to have the chil- 
dren read in the course of a term some such story as 
"Black Beauty" or "Beautiful Joe." 

Advantage should be taken of the opportunities 
which are afforded in the lessons on birds and animals in 
other school subjects. Pictures of birds and animals may 
be collected by the children or the teacher and used as a 
basis for conversation. If the school is so located as to 
afford opportunity for the observation of birds in a public 
square or park, a bird calendar might be kept by the 
children. In the upper grades the boys might be encour- 
aged to build bird houses. The children should be encour- 
aged to tell of acts of kindness to animals which they 
have done or may have seen others do. 

Suggestive Lesson — The Policeman 

Since the third grade deals so largely with groups of 
people who render service to the child and his home, the 
attention of the children in the fourth grade can readily be 
directed to the service the policeman is rendering each 
child in the school as he stands in front of the school 
before the opening of each session, and also to the service 
rendered by other policemen who assist the children in 
their safe passage across the busy streets. 

Later in this connection stories of police heroism may 
be told. From these stories should be developed the idea 



Fourth grade 33 

of the services rendered the community by the policeman 
— the sentinel who guards the life, health, and property 
of the public. In this, or in a somewhat similar manner, 
should be built up in the child's mind the notion that the 
policeman is his friend and that as a friend he should be 
aided in the performance of duty when possible. By con- 
versation the children may be led to see the various ways 
in which each member of society can assist the policeman. 
Such a treatment of the subject would in itself correlate 
this topic with most of the basic civic virtues contained 
in the course and thereby tend to make them living things 
for the child. 

No mention should be made of the municipal govern- 
ment, the Department of Public Safety, nor the organiza- 
tion of the police force under the lieutenants, sergeants, 
etc., except so far as they are introduced by the children 
themselves and even then they should be relegated to the 
background. Such matters are to be reserved for dis- 
cussion in the higher grammar grades. 

Suggestive Lesson — The Fireman 

A dramatic approach to the study of the fireman may 
be made through the story of a fire. The discovery of the 
fire, the alarm, the race to the fire, the arrival, the work 
of the firemen in rescuing those who are endangered, and 
the putting out of the fire — all should be vividly described. 
Little difficulty will be experienced in arousing the chil- 
dren's interest and in creating a lively discussion on 
these subjects. Stories of heroic acts of firemen may be 
told by teacher or children or read from the reader. 

If possible a trip should be made to a fire station. 
Arrangements should be made in advance with those in 
charge at the station. In the civics period following the 
visit the children should be given opportunity to talk of 
their experiences at the fire station and to tell what they 
saw. A talk to the children by some one at the fire station 
on the danger from fire and how fires might be avoided 
would be most valuable. 



Fourth grade 34 

Definite instruction should be given on the subject 
Prevention of fires. The reading of some good book such 
as "Firebrands" by the class would be one of the best 
ways to give this instruction. If this is not possible then 
the teacher might read or tell stories from the book. The 
great loss to our country through fire each year in both 
life and property should be brought out and the fact 
emphasized that the greater part of this loss is the result 
of carelessness and therefore unnecessary. The necessity 
for taking every precaution against the outbreak of fire 
should be stressed. The children should be led to discuss 
what they can do to prevent the outbreak of fire as well 
as how to act in case of fire. 

The subject Giving alarms in case of fire should be 
most carefully handled. The trouble and expense caused 
by false alarms should be shown. By means of stories the 
children may be led to see how false alarms may result 
in loss of life by accidents which are likely to happen in 
the race in response to the false alarm. The fact should 
also be brought out that great loss of life and property 
may accompany a false alarm in that it may keep the 
firemen from responding to a true alarm. 

This topic is closely related to Courage, Self-control, 
Safety and other civic virtues. The numerous points of 
contact will afford the teacher excellent opportunity to 
strengthen the lessons on the civic virtues through 
disguised repetition. 

Suggestive Lesson — The Street Cleaner 

An interesting approach to this topic might be made 
by telling the children the story of the beginning of street 
cleaning in Philadelphia as it is related by Benjamin 
Franklin in his "Autobiography." The children will 
probably be interested in comparing the unpaved streets 
of the city in Franklin's time, and the services of the 
city's one sweeper, with the paved streets and the uni- 
formed street cleaners of to-day. The teacher should 
guide the conversation which follows so that it will lead 
to the question as to whether the streets in the neighbor- 
hood of the school are clean. The differences of opinion 



Fourth grade 35 

which the answers to this query will bring out will lead 
to the question, "How can we find out whether our 
streets are clean or not?" The children will probably 
suggest, when guided by the teacher, that each one 
observe carefully the condition of the streets on the way 
to and from school and be ready to report to the class 
at the next civics period. 

Following the report on the cleanliness of the streets 
in the neighborhood of the school the teacher might 
develop the idea that the streets are the hallways of the 
city. It will be interesting to the children to see that the 
streets belong to them as well as to the grown folks and 
that they are in part responsible for their appearance. 
The teacher should strive to develop in the children a 
sense of ownership in the streets and a feeling of respon- 
sibility for their appearance, and a pride in their cleanli- 
ness. They should be led, if possible, to want to do some- 
thing to aid in keeping their streets clean. As prepara- 
tion for the taking of an active part in the work for clean 
streets the teacher might assign to the class the question, 
"How do our streets become dirty?" and have them 
observe how waste paper and other rubbish gets into the 
street and be prepared to report to the class of their 
findings. 

At the beginning of the next civics period the chil- 
dren should be called upon to tell what they have 
observed, the teacher noting on the board the important 
points as they are mentioned. This list will probably 
include such items as papers blown from rubbish cans, 
papers thrown away by boys and girls, fruit skins, etc. 
In the conversation which follows the children should be 
led to see that most of the dirt which they have seen is the 
result of some one's carelessness. The first step in a 
practical program for clean streets might now be taken 
by having the children want to refrain from throwing 
papers, fruit skins, etc., into the streets. 

The methods of street cleaning will be found to be 
interesting. Individuals or groups of children might be 
assigned to find out about different methods of street 
cleaning and to report their findings to the class. In 



Fourth grade 36 

such work the children making the reports may be made 
to feel responsible for the lesson, even to the point of 
trying to answer questions which other children may 
raise. The collection of pictures of the apparatus used in 
cleaning the streets, of pictures of dirty streets and 
clean streets, will help to hold the interest of the children. 
The writing of short accounts of things they have seen 
or read, and the illustrating of these accounts with pic- 
tures or drawings, will be found to be of value. Bulletins 
and posters issued by the Bureau of Highways, magazine 
articles, newspaper clippings, "etc., might be used as 
exhibits. 

The children should be made familiar with the city 
regulations, especially those concerning the disposal of 
garbage, ashes and waste, the throwing of papers, etc., 
into the streets. They should be led to see the reasons for 
such laws. The teacher should strive to develop a 
sympathetic attitude of mind on the part of the children 
toward these laws. 

Excellent opportunity is afforded in this work to 
teach in a natural setting the civic virtues of this and 
previous grades. The children should be led to respect 
the service which the street cleaners are rendering and 
to realize the value of and necessity for their work. 



FIFTH GRADE 

Introduction 

In the third and fourth grades a study was made of 
some of the people who render service to the community. 
In the fifth grade a study is begun of some of the things 
which are civic in their nature and about which every 
intelligent citizen should have some knowledge. It is not 
intended that a detailed study be made of the various 
topics suggested. The extent to which the study should 
go is to be determined by the interest of the children. 
The principal object is to have the children thinking 
about matters of civic nature. As in the earlier grades, 
the work should be largely informal, consisting of con- 
versations, visits, reports by the children. The work of 
the September-January term aims to arouse the interest 
of the children in such matters of civic nature as water, 
gas, electricity and the telephone; that of the February- 
June term to give the children an intimate knowledge of 
the places and activities of civic interest in the neighbor- 
hood. The study of the City beautiful affords oppor- 
tunity for constructive work by the children, who should 
be encouraged to take an active part in this movement. 

September- January 
I. Water 

1. The house supply: Places in our houses where we can 

get water — the kitchen, the bathroom, etc.; the 
inconvenience or even suffering which might be 
caused by our supply of water being shut off. 

2. Uses to which water is put: 

In our houses — drinking, washing, cooking, etc. 

In large buildings — manufacturing; the water 

tank. 

In the streets — street sprinkling, street cleaning, 

fire-fighting; the high pressure system. 

37 



Fifth grade 38 

3. How the water is brought into our houses: Trace 

the water back in the pipes to the service pipe 
which supplies the house, and thence to the street 
main; the large number of houses supplied with 
water from this one main; the wonderful net- 
work of water pipes beneath the streets in our 
great city; the great mains which supply the 
smaller ones. 

4. Where the water comes from: The story of a visit to 

the water works; the sources from which the 
water is obtained; the great pumps which force 
the water into the reservoirs; how the reservoirs 
distribute the water through all the mains and 
pipes in the city. 

5. How the water is made clean and pure: The story of 

a visit to a filtration plant; what happens to the 
water; the people who live along the river should 
be careful not to allow filth to drain into it. 

6. Where the waste water goes. 

7. How the people in Colonial days in our city got their 

water: The river, the stream, the well, the 
pumps, the old wooden water pipes, the first 
pumping station where City Hall now stands; 
the inconveniences which people had to endure; 
present-day conditions in rural districts. 

8. How important the water supply is to every one in 

the city: The co-operation which makes possible 
our present water supply. 

9. How the men who are employed in the water works, 

those who lay and attend to pipes, etc., serve all 
the people. 
10. Our duty in regard to the water supply: The great 
value of water to us all; the cost of furnishing 
so much water; ways in which water is wasted; 
ways in which this waste may be prevented; the 
water meter. 

II. Gas 

1. The house supply: Places in our houses where we 

have gas; the uses to which we put gas in our 
houses — lighting, heating, cooking, etc. ; com- 
parison with methods used in Colonial days in 
doing these various things. 

2. How the gas is brought into our houses: Trace the 

gas pipes through the walls of the house to the 
cellar; the gas meter — how to read it; the net- 
work of pipes under our city streets; the gas 
mains; comparison with water supply. 



Fifth grade 39 

3. Where the gas comes from: The story of a visit to 

the gas works; how the gas is made — story told 
very simply if children are interested; how the 
gas is stored in great tanks and forced to all 
parts of the city. 

4. How the people who manufacture gas or aid in its dis- 

tribution serve all the people: How their faith- 
fulness makes it possible for us to have gas to 
use at all times. 

5. Care in the use of gas: The danger of explosion from 

gas; the slot meter — care in its use. 

III. Electricity 

1. The story of Franklin and his kite. 

2. How electricity is carried: Comparison of telephone 

wires, electric light wires, etc., with gas pipes 
and water pipes; precautions taken in wiring 
buildings — insulation, inspection. 

3. Uses to which electricity is put: Lighting buildings 

and streets; carrying messages — telephone, tele- 
graph and wireless; driving street cars, trains, 
machinery; domestic purposes. 

4. Where electricity comes from: Story of a visit to 

a power house. 

5. Services rendered by the men who manufacture and 

aid in the distribution of electricity: Story of 
the hardship and perils of the linemen, particu- 
larly in time of storm. 

6. Danger of touching fallen wires in the street. 

IV. Telephone 

1. Story of the invention of the telephone. 

2. School telephone discussed: Its usefulness. 

3. How messages are carried over telephone wires: The 

network of telephone wires. 

4. Story of a visit to a telephone exchange: The opera- 

tors — how busy they are kept; their faithfulness 
— how they are always ready to answer our call; 
how operators transmit fire and burglar alarms. 

5. How we may help those who are rendering us this 

service: Correct method of using the telephone. 

February-June 
I. The Neighborhood 

1. The school: Interesting facts about "Our school" — 
if any persons of prominence have ever attended 
the school they might be named; interesting 
stories about the name of the school; some idea 



Fifth grade 40 

of the number of children in the school; the 
school as one of the large number of schools 
in our city; what the school is doing for its boys 
and girls; comparison with the ungraded coun- 
try school; nearby elementary and high schools 
should be named and their locations taught; try 
to have the children feel a sense of ownership 
in the school and responsibility for caring for it; 
loyalty to the school. 

2. The playground: 

The school yard; the games which are played 

there; fair play. 

The summer playground in the school yard; 

what the children do. ~ 

Recreation centers and public playgrounds. 

The play street. 

The public bath. 

3. The library: Where the nearest library to the school 

is to be found — how to go there; a visit to the 
library — the story-telling hour; how to become 
a member — encourage membership; how to find 
the books we want; how we may help the libra- 
rian; the care of books borrowed from the 
library; the idea of ownership in the public 
library. 

4. Other buildings or places of general interest in the 

neighborhood: How to reach them; how to direct 
strangers to them; some idea of the service ren- 
dered there. 

II. The City Beautiful 

1. Trees for Philadelphia: How trees beautify the city; 

Arbor Day; how we may protect the trees — by 
using tree boxes, by destroying the tussock moth, 
by banding trees with tanglefoot. 

2. Flowers for Philadelphia: How flowers beautify the 

city; planting and cultivating flowers to beautify 
our homes, our school, our squares and parks; 
care not to injure or destroy the flowers; what 
the schools are doing to help the children have 
flowers at home; the "Flowers for Philadelphia" 
movement. 

3. Clean-up week: Talks on how dirt and filth are 

sources of disease; arouse interest in what the 
city is trying to do. 

Note. — Relate to Street cleaner, Ash collector, 
Rubbish collector. 



Fifth grade 41 

4. Public square: The public square nearest to the school 

— show how it belongs to all the people; the 
square as a breathing spot— how it helps peo- 
ple in regard to health; the band concerts. 

5. Fairmount Park: How to go there; a visit to the Park; 

some idea of the various places of interest. 

III. Safety First 

1. Sources of danger: Trolley cars; automobiles; wagons; 

wires, etc. 

2. Ways of protecting ourselves from danger: The dan- 

ger of playing on the street. 

3. A safe and sane Fourth: Danger from fireworks to 

ourselves, to others; damage to property. 
Note. — Relate to The playground. 

Suggestive Lesson — Water 

The outline of this topic, as it is given in the course 
of study, is suggestive of the order in which the various 
subjects might be taken up. It is not necessary, however, 
that this order be observed. The lesson might very well 
begin with the historic treatment, How the people in 
Colonial days in our city got their water. 

The first step should be to arouse the children's 
interest in the subject under consideration. This might be 
done by means of a story, or by asking such questions as 
would make the children want to tell something which 
they know about the subject; it might grow naturally out 
of a history lesson, or any of a number of ways which the 
resourcefulness of the teacher suggests. The aim in the 
first period should be to bring the children to a point 
where there is something about which they want to know 
more. An individual or a group may be assigned to 
investigate. The investigation may take the form, for 
example, of visiting a water pumping station, questioning 
older persons, reading an account or a story to which the 
children have been directed by the teacher. The report 
on and the discussion of the material found by the chil- 
dren may consume all of the next period. The teacher 
should act as a guide to the conversation, and, by ques- 
tions or suggestions, keep the conversation confined to 



Fifth grade 42 

the subject in hand, and lead to new subjects to be inves- 
tigated. Practically all the desired information can be 
obtained by the children and be given by them to the 
class. If it is impossible for the entire class to visit the 
water works, children should be encouraged to make the 
visit individually. Oral reports to the class by such 
children afford excellent training in oral expression as 
well as valuable civic instruction. The work should not 
be forced. When interest lags a change of subject would 
be in order. The collection of pictures of places and 
things connected with the city water supply will add to 
the interest in the work. Written' reports should be illus- 
trated with such pictures whenever possible. 

Suggestive Lesson — Gas 

The presence of gas-jets in the classroom affords an 
excellent opportunity for approaching this topic in a 
novel and interesting manner. The teacher strikes a 
match and lights the gas, looks at it a moment, and then 
turns it out. This act will catch the attention of the 
children and excite their curiosity, and this is exactly 
what the teacher intends. In the conversation which 
follows the gas may be traced through the pipe to the 
ceiling, down the side walls to the basement, until the 
meter is reached. How to read the meter might then be 
explained, using diagrams, and then the fugitive gas is 
traced to the street. The cover is then taken off the 
street and behold! there is exposed a perfect network of 
pipes and wires. One particular pipe is followed till it 
enters a huge tank, and then the class has arrived (in its 
mind's eye) at the gas works. If possible at this point 
plans might be made for a visit to a gas plant by the 
class, but if this can not be done then individuals might 
be encouraged to visit a gas plant accompanied by some 
older person. 

The civics period following the visit of the class or of 
individuals to a gas plant should be spent in conversation 
on what was seen there or in discussing reports by the 
children who made the visit. 



Fifth grade 43 

Such subjects as The house supply, Care in the use of 
gas, etc., could be treated by means of reports by the 
children. The teacher should be careful to impress on 
the children the care which they should exercise in the 
use of gas. At the close of the work a composition on 
gas might be written and illustrated with pictures cut 
from advertisements in newspapers and magazines. 

Suggestive Lesson — The Library 

In connection with some subject other than civics the 
teacher might make mention of a number of children's 
books, at least one of which she would like to have the 
children read. When it is discovered that the school 
does not possess some of these books the question could be 
raised at the next civics period as to how they might be 
obtained. Probably some children will be found who are 
familiar with the public library, and they should be given 
opportunity to tell the class how to obtain the desired 
books. A few skillful questions may serve to draw out 
from them such information as where the nearest library 
is, how to go there, and how one may borrow books. 
The teacher should strive to arouse such interest as will 
make the children who have never been to the library 
anxious to visit it. 

Another method of introducing the topic would be 
to tell the story of the beginning of the public library in 
Philadelphia. This might be woven into the story of the 
life of Benjamin Franklin. Or again, by reading to the 
class a selection from a story which will be likely to 
interest them, make them want to hear the rest of the 
story, and then introduce them to the library as the place 
to obtain the books in which this and many other 
interesting stories may be found. 

The next step would be to visit the library. If the 
day on which the library has its story hour is selected 
there will be an added attraction to the visit. After the 
story hour the children should be shown around the 
library. Most of the children who are not already mem- 
bers probably will be anxious to join. The teacher should 



Fifth grade 44 

secure sufficient application blanks, the filling in of which 
might constitute a part of the next civics period. 

In a series of discussions conducted for the most part 
informally in conversational style, points of interest in 
regard to the library might be brought out. Such sub- 
jects as the care of books might be introduced. As far as 
possible this work should be done by the children. The 
children should be encouraged to talk freely on the topic, 
and should be made to feel that they are contributing to 
the lesson. 



SIXTH GRADE 
Philadelphia — Its Industries and Occupations 



Introduction 

The work in civics in the first five grades has aimed 
to lay the foundation for good citizenship, first by devel- 
oping in the child some of the fundamental civic virtues, 
and second, by arousing his interest in certain topics of 
civic importance, as found in his immediate environment. 
In the sixth grade, this study is continued, but the 
emphasis is on the industries of the city and the indus- 
trial life of its citizens. The distinctive aims of the work 
in the sixth grade are three : first, to develop in the child 
a proper pride in his city because of the important part 
which it plays in the industrial world; second, to give 
him information which will help him to select wisely an 
occupation ; and third, to bring him to see the desirability 
of continuing his education as long as possible so that he 
may become a more intelligent worker and a better 
citizen. 

The material that has been selected for the grade is 
of such a nature that unless the teacher is careful in 
its interpretation its true purpose will be lost. Studies 
of particular industries or occupations may easily be 
overdone. An intensive study of any industry or any 
occupation is not intended. The fundamental purpose of 
the work of this grade is not the acquirement of detailed 
information concerning particular industries or occu- 
pations, but rather the acquirement of a point of view, 
which, by developing the aims already stated, will make 
for good citizenship. 

The teacher should familiarize herself thoroughly 
with the work of the earlier grades, so that, when oppor- 
tunity affords, she can show in their natural setting the 
application of the civic virtues to concrete life situations, 
and so that she can also develop naturally out of such 

45 



Sixth grade 46 

situations the ideas of service, dependence, interdepend- 
ence and duty. 

6 A 

I. Approach 

This should take the form of a discussion about work 
and workers familiar to the children, the purpose 
being to arouse an interest in the industrial life of 
Philadelphia and to make clear the difference be- 
tween an industry and an occupation. 

II. Industries for Which Philadelphia is Noted 

The manufacture of locomotives. 

Shipbuilding. 

The manufacture of cars. 

The manufacture of hardware: Tools, farm implements, 
locks, household utensils, etc. 

Publishing of books and periodicals. 

Iron and steel works. 

Bridge-building. 

The manufacture of textiles: Woolen and worsted 
goods; hosiery and knit goods; carpets and rugs; 
cotton goods; silk and silk goods; lace, etc.; dyeing 
and finishing textiles. 

The manufacture of clothing, including hats and shoes. 

The manufacture of paints. 

The manufacture of leather goods. 

The manufacture of drugs and chemicals. 

The manufacture of confectionery. 

The manufacture of soap. 

Eefining of sugar. 

Refining of oil. 
Note. — The preceding list comprises industries which have 
played a leading part in giving Philadelphia its present 
importance as an industrial city. The list is not exhaustive. 
Other industries, especially such as are of leading importance 
in various sections of the city, may be taken for study in the 
respective sections. In general, the choice of industries for 
study is to be made by principal and teacher. 

6B 
III. Approach 

The treatment of this topic should be similar to the 
treatment of the approach to 6 A grade, but should 
also deal with the need of choosing eventually an 
occupation and the service to be rendered to the 
community by useful work. 



Sixth grade 47 

IV. Occupations 

Industrial: Carpentry; bricklaying; masonry; painting; 
paperhanging; plumbing; cabinet making; machinist's 
trade; sheet metal work; foundry work; electrical 
work; printing; garment work; dressmaking; mil- 
linery; paper-box making; book binding; boot and 
shoe making; laundry work; jeweler's trade; mill 
and factory work. 
Commercial: Salesmanship; telephone operating; stenog- 
raphy and general clerical work; advertising; real 
estate; banking and insurance; office and messenger 
service. 
Professional: Architecture; law; medicine; dentistry; 
art; education; social service; journalism; nursing; 
librarianism; chemistry; pharmacy; engineering; 
ministry. 
Miscellaneous: Farming (including truck farming, poul- 
try raising, horticulture, floriculture, apiculture) ; 
the Army and Navy; civil service; domestic service. 
Note. — In the study of occupations, frequent reference 
should be made to the industries. It should be shown, for 
instance, that a shipbuilding plant gives employment in a 
number of occupations. For the various kinds of mill and 
factory work, reference can be made to the industries. In 
general, the choice of occupations for study is to be made by 
principal and teacher. 

V. Conditions of Work 

Compulsory education. 

Employment certificates. 

How workers are protected. 

Continuation schools. 
Note. — It will be necessary for teachers to familiarize them- 
selves with child labor and factory legislation, in order to 
handle adequately the topics which precede. For method of 
treatment see Suggestions concerning general method. 

VI. Ethics in Business 

Keeping a position. 

How to advance. 

Courtesy in work. 

Fitting in with other people. 
Note. — The aim in this instruction should be to stress 
truthworthiness and co-operation as first essentials to insure 
success to workers. For method of treatment see Stigges- 
tions concerning general method. 



Sixth grade 48 

Suggestions Concerning General Method 

The work in civics in the sixth grade is a continua- 
tion of the work of the previous grades. The teacher 
should make herself familiar with the work of these 
earlier grades so that she may teach the new topics in 
the light of what has preceded. 

Opportunity will be found for study or review of the 
civic virtues of- the first four grades as their practical 
application is seen in the discussion of particular indus- 
tries or occupations. The practice of these civic virtues 
by the children in the various school activities should be 
a matter for the constant attention of the teacher. 

The ideas of service, dependence, interdependence 
and reciprocal duties, developed in the previous grades, 
may be splendidly illustrated and emphasized in the 
industrial and vocational studies. 

The work which is outlined for the 6 A grade as a 
study of the Industries for which Philadelphia is noted 
should be treated in such a way as to give a broad 
view of the city as an industrial center, and of some 
of the particular industries which have helped make 
Philadelphia famous. The principal aim of the work is 
to develop in the child a proper pride in his city because 
of the important part which it plays in the industrial 
world. The effort, therefore, should not be to develop 
geographic concepts, or merely to supply information, 
however valuable, but to produce an attitude of mind. 

For the purpose of the work in civics the industries 
of the city may be regarded as falling into two classes: 
those which are of interest to practically everyone because 
of their importance and world-wide reputation, such as 
shipbuilding; and those which are of special interest to 
the children because of their location in the immediate 
neighborhood. Care should be taken that industries 
representative of both these classes are studied. 

In the study of an industry a visit by the class to 
the plant being considered is the ideal method. When 
this is not feasible visits may be made by individuals and 



Sixth grade 49 

reports of the visit given. Pictures, stories and descrip- 
tive material should be used to supplement the work. 
The use of the lantern will be valuable. The method in 
the class should be largely conversational, the children 
being encouraged to do the talking. 

The study of Occupations outlined for the 6 B grade 
has two specific aims : first, to give the child such knowl- 
edge concerning the occupations as will guide him when 
later he comes to select his vocation; second, to bring 
him to see the desirability of continuing his education as 
long as possible. 

The child who goes into industry should do so with 
his eyes open. The blind-alley occupations should be 
treated in such a manner as to cause him to see how 
undesirable they are. No worthy trade should be treated 
disparagingly. The effort should be so to treat each 
topic that the child will see how much to his advantage 
it will be to fit himself for the vocation in which he will 
be happiest and able to render the best service. 

The ideal method of studying any occupation would 
be for the class to visit the places where people may be 
seen engaged in the vocation under consideration. When 
this is not feasible visits may be made by individuals who 
will report on what they have seen. Pictures, stories and 
descriptive material should be used to supplement the 
work. The use of the lantern will be valuable. The 
method should be chiefly conversational, the children being 
encouraged to do the talking. When descriptions of 
technical processes are given the controlling idea should 
be that of enhancing the interest and not of imparting 
technical information. The teacher must keep ever in 
mind the fundamental aims of the study. 

The topics Conditions of work and Ethics in business 
play a twofold part in the work: first, as they are seen 
in part in the study of the various occupations ; second, as 
separate topics when they are treated at the end of the 
grade work. Particular care must be taken in the treat- 
men of the subjects under Conditions of work. It is not 
intended that the labor laws, as such, be studied. Em- 
phasis should be placed on the idea of safety for the 



Sixth grade 50 

worker. The laws should be treated only in so far as 
they tend to make for the development of the aims of the 
grade work. Especial care must be taken that the mate- 
rial is not presented in such a way as to make children 
want to leave school and go to work. 

Suggestive Lesson — Approach to the Industries for 
Which Philadelphia is Noted 

The teacher might begin by asking if all the children 
have always lived in Philadelphia. It is likely that some 
children will say that they have not. The teacher can 
then lead them to tell where they came from and why the 
family moved to Philadelphia. If the children are not 
themselves newcomers they are likely to know people 
who have recently come. The reason given in a large 
number of cases will be that the father or mother 
expected to find work. This may lead to a talk about the 
possibilities of finding work in Philadelphia. The pros- 
pects seem to be good compared with other places or all 
of these people would not have come. 

The names of the kinds of work mentioned may then 
be written on the blackboard and the children led to 
suggest more occupations. Each child may then be asked 
to copy the list, take it home and see if he can add to it, 
being encouraged to ask his father or mother for assist- 
ance. At the next lesson the results may be combined 
into a fairly large list of occupations. General talk about 
them should be encouraged and the children allowed to 
tell what they know and to state preferences. This will 
stimulate interest in the subject. 

Perhaps at a subsequent period the teacher may lead 
the children to select and group those occupations which 
belong to one great industry. This could be done by ask- 
ing a boy who had suggested the trade of boiler-maker 
to tell where the boiler-maker whom he knows is em- 
ployed. If at a locomotive works, the inquiry would 
follow as to what other kinds of workmen went to that 
same shop and the reply would be moulders, riveters, 
etc. After such discussion the children should rearrange 



Sixth grade 51 

their lists of occupations under the heads of the 
industries. 

A lesson such as this will help to explain the differ- 
ence between an occupation and an industry. 

Suggestive Lesson — The Manufacture of 
Locomotives 

The study of this industry might be begun by a con- 
versation with the class about railroads. Most of the 
children have seen trains passing, and many have ridden 
on them. The conversation may easily be turned to the 
locomotive, the most spectacular, and, to the child, the 
most interesting part of the train. There should be little 
difficulty in arousing interest in the locomotive and a 
lively discussion about it. Pictures of locomotives may 
be used, and, if time permits, stories of railroad life may 
be told. The part which railroads and therefore locomo- 
tives play in the industrial and commercial life of the 
world should be brought out. Children may be assigned 
to find out in a general way how extensive railroads are 
in our own and other countries. 

In the next civics period the extent of railroads may 
be considered, the children who have found material on 
this subject reporting to the class. When the idea of the 
wide use of locomotives in all parts of the world has been 
brought out, the question may be raised as to where they 
are manufactured. Newspaper articles, pictures from 
magazines, etc., bearing on the shipping of locomotives 
from Philadelphia should be used in developing the idea 
of the great part which our city plays in supplying the 
world's demand for locomotives. The conversation will 
probably turn to the Baldwin Locomotive Works as a 
pioneer and world-famous plant for the manufacture of 
locomotives. 

At this point a visit to the plant would be desirable. 
If the trip cannot be made by the class, an illustrated 
talk by the teacher or some one else who has made the 
visit will be necessary. Individual members of the class 
should be encouraged to make the visit with some older 



Sixth grade 52 

person and report to the class. The purpose of this work 
is not to cause the children to become conversant with 
the manufacture of the particular parts of a locomotive 
or their assembling, but to give them an idea of the 
plant as a whole. The children should have some notion 
of the size of the industry, and of the large number of 
men employed. They should realize to some extent the 
labor and service which makes possible the finished prod- 
uct. In the reports on the visit to the plant or in the 
talks about it, the teacher should stress the idea of the 
service which the people engaged in this industry are 
rendering. 

The whole subject should be so handled as to make 
the child feel a pride in living in a city where an industry 
of such importance is to be found. 

The extent to which this work should be continued 
will be determined by the time at the teacher's disposal 
and by the interest of the class. 

Suggestions on the Teaching of the Manufacture 
of Textiles. 

The teacher should select as introductory to this 
series of lessons some textile the manufacture of which 
is conducted in the section of the city in which the school 
is located. For purpose of illustration the subject of lace 
has here been selected. 

Most of the children will probably know where lace 
mills are located, and also be acquainted with some of 
the people engaged in its manufacture. The showing of 
pieces of lace, followed by a story of the people who are 
especially skillful in the production of lace, may be used 
to introduce the topic. The children should be encour- 
aged to talk freely about lace and to tell what they know 
of its manufacture. If a visit to a mill where lace is 
being made could be arranged it would be of great value. 
The talks and reports in succeeding periods should be 
freely illustrated with pictures. 

The nearness of the industry and the children's 
familiarity with it will make it valuable as a type of 



Sixth grade 53 

other industries which are not accessible to the class. 
The teacher should strive to bring out the value of the 
industry, first, to the neighborhood in giving employment 
to its people, and, second, to the city and to the whole 
country by providing for a need of the people. It is not 
intended that specialized processes within the industry 
be studied. 

Following this study of the manufacture of lace, the 
manufacture of other textiles may be taken up. The 
detail with which these industries are studied will depend 
upon the time at the teacher's disposal and upon the 
interest of the class. The topics should be handled so as 
to develop some idea of the importance of the manufac- 
ture of textiles in our city, of the many wants which the 
industry supplies, of the great number of people engaged 
in it, of the wealth which it brings to the city, and finally 
of the wide extent to which our textiles are used all over 
the country. 

Suggestive Lesson — Approach to the Subject of 
Occupations 

In beginning the work the teacher should refer 
briefly to the great industries studied in the 6 A grade. 
The conversation could then pass naturally to the part 
which each child expects to take in the work of Philadel- 
phia. The children should be encouraged to state their 
preferences and to talk of the reasons for their choices. 
These early preferences are, of course, not necessarily the 
ones the children will make when entering employment, 
but such talk tends to open up the subject and set them 
to thinking. 

The idea of making a wise choice will develop as 
various occupations are mentioned. The children may 
then be led to give the various reasons which should 
guide one in determining one's life work, such as advan- 
tages and disadvantages of the work, personal fitness, 
amount of training required, conditions of work, and 
possibility of useful service to the community. Each 
child should examine his chosen occupation in the light of 
these reasons. For the girls, a valuable discussion could 



Sixth grade 54 

be conducted on why a woman should be prepared to 
earn her own living even though she is likely to marry. 
The teacher should be careful to show that many very 
desirable occupations require education and that the 
child who leaves school early is at a disadvantage. At 
the same time it should be shown that all useful occupa- 
tions are honorable. 

The motive for the term's work will therefore appear 
to be to discover^ what occupations are offered, with their 
advantages and disadvantages, so that the child may be 
in a position to help plan his life intelligently. In the 
preliminary discussions these points should be merely 
touched upon to arouse interest. They will recur fre- 
quently during the study of special occupations, and may 
be expanded in a final discussion at the end of the term. 

Suggestive Lesson — Paper-Box Making 

An interesting introduction to the study of this occu- 
pation would be to have the children bring to class paper 
boxes of various kinds. Under the direction of the 
teacher these boxes might be examined and finally taken 
apart so that the children become familiar with the parts 
of a box and how they were put together. At this point 
the story of the manufacture of a paper box and of the 
people engaged in this occupation may be taken up. 

A visit to a paper-box factory would be valuable. If 
this is impracticable the teacher should make for the 
class or have the class make, under direction, a simple 
paper box. This process may be used to supplement the 
story of how paper boxes are made. The work should 
be illustrated with pictures and blackboard drawings. 
When there is supplementary material available in the 
form of book or pamphlet descriptions, it would probably 
be well to have the reading of such material follow and 
supplement the teacher's description of the process. 
When children are able to describe processes they should 
be encouraged to do so. 

It is not intended that as a result of this study the 
child will be fitted to enter this trade if he so desires. The 



Sixth grade 55 

description of the technical process is but incidental to 
the true purpose of the work. As the teacher discusses 
the trade of paper-box making with the class, certain 
things should be made to stand out clearly. The seasonal 
character of the work should be shown, as well as the 
slight chance for advancement which it affords. On the 
other hand, the children should be led to see the useful- 
ness of labor and the value of the service which is being 
rendered. 

Suggestions on the Teaching of Conditions of Work 

The various subjects suggested under the topic Con- 
ditions of work will all have been touched upon in some 
form or other as the different occupations have been 
discussed. At some time during the term's work, pref- 
erably toward the end, each of these subjects should be 
taken up and treated separately. Under the subjects Com- 
pulsory education and Employment certificates, the 
teacher should try to bring the child to see that it is for 
his own best interest that he has been kept out of in- 
dustry. The story of the dangers and evils of labor by 
young children may be told, and an effort made to get 
the children to feel kindly toward the law which aims to 
help them. Under How workers are protected the neces- 
sity of making constant use of all safety devices should 
be discussed. In the study of Continuation schools the 
teacher should give the children some idea of what these 
schools are and of the work they are doing. 

Throughout, the value of continuing one's education 
as long as possible before going into industry, in order 
to be better fitted for a position of usefulness, should be 
emphasized. 



STORIES, SONGS AND GAMES 
ILLUSTRATIVE OF CIVIC VIRTUES 



FIRST GRADE 

OBEDIENCE 



Stories 



At the little boy's home Richards, Mrs L.E. (H.) (see her 

Pig brother and other fables and stories 1914 p. 65-66) 

Blackie and Mr. Bullfrog Bigham, M.A. (see her Merry 
animal tales 1914 p. 38-45) 

Blackie in the trap Bigham, M.A. (see her Merry animal 
tales 1914 p. 53-59) 

Bunny Bunting Coe, Ida and Christie, A.J. (in their 
Story hour readers 1913 Primer, p. 84-90) 

Climbing alone Gatty, Mrs Margaret (see Cabot, Mrs E.L. 
Ethics for children cl910 p. 81-84) 

Fairy shoes Ewing, Mrs J.H. (G.) (in Elson, W:H. Pri- 
mary school readers cl912 v. 3, p. 23-28) 

Foolish weather vane (see Perdue, H.A. and Griswold, 
S:E. Language through nature, literature and art cl902 
p. 180-182) 

Little shepherd Lindsay, Maud (see her More mother stories 
1914 p. 95-100) 

Naughty comet Richards, Mrs L.E." (H.) (see her Pig brother 
and other fables and stories 1914 p. 129-140) 

Raggylug; the story of a cottontail rabbit Seton, E.T. (see 
his Wild animals I have known 3898 p. 91-143) 

(see Bryant, S:C. Best stories to tell to 

children 1912 p. 18-21) 

(see Bryant, S:C. How to tell stories to 

children cl905 p. 130-133) 

Sailor man Richards Mrs L.E. (H.) (see her Pig brother 

and other fables and stories 1914 p. 34-36) 

(see Bryant, S:C. How to tell stories to 

children cl905 p. 201-203) 

Tale of Peter Rabbit Potter, Beatrix (in Hervey, W.L. and 
Hix, Melvin Horace Mann readers cl914 v. 2, p. 146- 
154) 

Ulysses and the bag of winds; a Greek legend (in Elson, W:H. 
Primary school readers cl912 v. 3, p. 111-114) 

57 



First grade 58 

Stories 

What broke the china pitcher Howliston, Mary (see Bailey, 
C.S. and Lewis, CM. eds. For the children's hour 
1915 p. 129-131) 

(in Elson, W:H. Primary school readers 

C1912 v. 3, p. 218-222) 

Songs 

Bedtime (see Poulsson, A.E. and Smith, Eleanor Songs 
of a little child's day 1913 p. 17) 

Minding their mother (see Poulsson, A.E. and Smith, 

Eleanor Songs of a little child's day 1913 p. 52) 

Obedient (see Poulsson, A.E. and Smith, Eleanor 
Songs of a little child's day 1913 - p. 7) 

Games 

Simon says "Thumbs up" Stecher,W:A. (see his Games and 
dances cl916 p. 185) 

CLEANLINESS 

Stories 

Discontented mill window Harrison, Elizabeth (see her In 
story land cl895 p. 105-112) 

Dust under the rug (see Lindsay, Maud Mother stories 1900 

p. 157-164) 

Giant's kettle Guerber, H.A. (see Rafter, P.F. City and 
town 1913 p. 55-57) 

Keeping the streets clean; an adaptation Richman, Julia and 
Wallach, Isabel (see Rafter, P.F. City and town 1913 
p. 164-167) 

Lesson from the animals (in Warner, Mrs E.E. (K.) Char- 
acter building readers cl910 v. 2, pt. 1, p. 92-94) 

Petro (in Jones, L.H: Readers by grades cl903 v. 3, 

p. 92-96) 

Pig brother Richards, Mrs L.E. (H.) (see her Pig brother 

and other fables and stories 1914 p. 1-4) 

(see Bryant, S:C. How to tell stories to 

children c!905 p. 141-144) 

Songs 

Little house-wife (in Riley, Mrs A.C. (D.) and Gaynor, J.L. 
Songs of the child-world cl897 v. 1, p. 13) 

Sweeping and dusting (in Riley, Mrs. A.C. (D.) and Gay- 
nor, J.L. Songs of the child-world cl904 v. 2, p. 74) 

Washing and ironing (see Hill, M.J. and Hill, P.S. 

Song stories for the kindergarten cl896 p. 59) 

ORDERLINESS 

Stories 

Fairy who came to our house Bailey, C.S. (see Bailey, C.S. 
and Lewis, CM. eds. For the children's hour 1915 
p. 29-32) 



First grade 59 

Stories 

Irene, the idle Inman, H.B. (in Elson, W:H. Primary 
school readers cl912 v. 3, p. 98-109) 

(in Howe, W.D., Pritchard, M.T. and 

Brown, E:V. Readers 1909 v. 3, p. 123-138) 

Little servants Dayre, Sydney (see Poulsson, A.E. In the 
child's world 1894 p. 108-111) 

Ten fairies Guerber, H.A. (see Bryant, S:C. Stories to 
tell to children cl907 p. 103-108) 

Songs 

Ragman (in Riley, Mrs A.C. (D.) and Gaynor, J.L. Songs 
of the child-world cl904 v. 2, p. 81) 

COURTESY 

Stories 

Cosy lion Burnett, Mrs F.H. (Mrs Stephen Townsend) 

Boy's manners Richards, Mrs L.E. (H.) (see Rafter, P.F. 
City and town 1913 p. 5-10) 

Fleetfoot and Billy (see Bigham, M.A. Merry animal tales 
1914 p. 180-185) 

Four footed gentlemen Molesworth, Mrs (see Cabot, Mrs E.L. 
Ethics for children cl910 p. 28-30) 

Golden rod (see Bryce, C.T. That's why stories cl910 
p. 102-106) 

How little Cedric became a knight Harrison, Elizabeth (see 
her In story land cl895 p. 143-160) 

How Patty gave thanks Poulsson, A.E. (see her In the 
child's world 1894 p. 94-97) 

Humming bird and the butterfly (in Hervey, W.L. and 
Hix, Melvin Horace Mann readers cl909 v. 2, p. 69-70) 

Landlord's mistake (see Baldwin, James Fifty famous people 
cl912 p. 54-57) 

Little lady Alcott, L.M. (in Warner, Mrs E.E. (K.) Char- 
acter building readers cl910 v. 3, p. 52-54) 

Please Aspinwall, Mrs Alicia (in Van Sickle, J.H., Seeg- 
miller, W. and Jenkins, F. eds. Riverside readers 
C1911 v. 2, p. 139-144) 

"Please" (in Buckwalter, Geoffrey Readers cl907 r. 3, 
P. 25) 

Polite monkey (in Hervey, W.L. and Hix, Melvin Horace 
Mann readers cl909 v. 2, p. 1-2) 

Surly guest (see Baldwin, James Fifty famous people cl912 
p. 127-129) 

Songs 

Polite (see Poulsson, A.E. and Smith, Eleanor Songs 
of a little child's day 1913 p. 10) 



First grade 60 

HELPFULNESS 

Stories 

Ant and dove JEsop (see his Fables; ed. by Mrs J.H. (S.) 
Lansing cl915 p. 26-28) 

Appleseed John Chapman, John (see Bailey, C.S. and 
Lewis, CM. eds. For the children's hour 1915 p. 182-185) 

(see Poulsson, A.E. In the child's world 

1894 p. 59-61) 

Blind man and the lame man ^Esop (see his Fables; ed. by 
Mrs J.H. (S.) Lansing cl915 p. 130-131) 

Brownies Hoxie* J.L. (in Elson, W:H. Primary school 
readers cl912 v. 3, p. 29-36) 

Crane express (in Holmes, G:F. ** Readers n.d. v. 3) 

(see Poulsson, A.E. In the child's world 1894 

p. 14-16) 

Do what you can (see Bailey, C.S. and Lewis, CM. eds. 
For the children's hour 1915 p. 67-68) 

(in Warner, Mrs E.E. (K.) Character building readers 

C1910 v. 2, pt. 1, p. 25-29) 

Elves and the shoemaker Grimm, Herman Norton, C.E. ed. 
(see Bailey, C.S. and Lewis, CM. eds. For the 
children's hour 1915 p. 100-102) 

(see Bryant, S : C Stories to tell to children 

C1907 p. 109-112) 

(in Fasset, J.H. Beacon readers v. 2, 

p. 7-12) 

(see Scudder, H.E. Fables and folk stories 

cl882 p. 29-32) 

Golden rod (see Bryce, CT. That's why stories cl910 
p. 102-106) 

How the home was built Lindsay, Maud (see her Mother 
stories 1900 p. 47-54) 

(see Bailey, C.S. and Lewis, CM. eds. 

For the children's hour 1915 p. 39-42) 

How the robin's breast became red (see Bailey, C.S. and 
Lewis, CM. eds. For the children's hour 1915 

p. 179-180) 

(see Farmer, F.V. Nature myths of many 

lands cl910) 

Kind old oak (see Poulsson, A.E. In the child's world 1894 
p. 48-49) 

Little cook McCorkle, L.A. (in Elson, W:H. Primary 
school readers cl912 v. 2, p. 146-150) 

Little deeds of kindness Poulsson, A.E. (see her In the child's 
world 1894 p. 27-30) 

Little lights (see Bryce, CT. Fables from afar cl910 
p. 130-133) 



First grade 61 

Stories 

Lion and the mouse JEsop (see his Fables; ed. by Mrs J.H. 
(S.) Lansing cl915 p. 61-62) 

Mrs. Thrifty-ant's fall (see Bigham, M.A. Merry animal tales 
cl914 p. 97-102) 

Stone in the road Arnold, S:L. (see Bailey, C.S. and 
Lewis, CM. eds. For the children's hour 1915 p. 102-104) 

Story of Wylie Brown, John (see Bryant, S:C. How to tell 
stories to children cl905 p. 182-186) 

Wheat field Richards, Mrs L.E. (H.) (see her Pig brother and 
other fables and stories 1914 p. 21-23) 

Why the evergreens keep their leaves in winter Holbrook, 
Florence (see her Book of nature myths 1902 p. 118-122) 

(see Bryant, S:C. How to tell stories to 

children cl905 p. 153-156) 

Why violets have golden hearts (see Bigham, M.A. Fanciful 
flower tales 1913 p. 98-106) 

Songs 

Busy wind (see Poulsson, A.E. and Smith, Eleanor 

Songs of a little child's day 1913 p. 36) 

Useful (see Poulsson, A.E. and Smith, Eleanor Songs of a 
little child's day 1913 p. 8) 



KINDNESS TO ANIIMALS 
Stories 

Christmas in the barn Arnstein, Frances (see Poulsson, A.E. 
In the child's world 1894 p. 119-122) 

Dumpy, the pony Lindsay, Maud (see her More mother 
stories 1914 p. 117-123) 

Jack and Jennie Sparrow Foster, Charles (see Poulsson, A.E. 
In the child's world 1894 p. 285-286) 

Little girl with the light Lindsay, Maud (see her Mother 
stories 1900 p. 29-35) 

Little worm that was glad to be alive Peabody, E:P. (see 
Poulsson, A.E. In the child's world 1894 p. 272-274) 

Molly's lamb (see Poulsson, A.E. In the child's world 1894 
p. 416-418) 

Mrs. Tabby Gray Lindsay, Maud (see her Mother stories 
1900 p. 11-15) 

Out of the nest Lindsay, Maud (see her More mother stories 
1914 p. 69-75) 

Pet kitten (in Baldwin, James and Bender, I.e. Readers 
C1911 v. 2, p. 63-66) 

Songs 

Chilly little chickadees (see Walker, G.A. and Jenks, H.S. 
Songs and games for little ones cl887 p. 55) 



First grade 62 

Songs 

I love little pussy (in Smith, Eleanor Songs for little children 
C1887 v. 1, p. 92) 

Little pony (see Jenks, H.S. and Rust, Mabel comp. 
and eds. Song echoes from child land cl896 p. 120) 

My kitten (in Smith, Eleanor Music course 1908 v. 1, 
p. 68) 

SECOND GRADE 

PUNCTUALITY 

Stories 

Anti-behind time society (see Ballou, E.L-. Guide right 1908 
p. 26) 

Dilly Dally Prescott, M:W. (see Dillingham, E:T. and 
Emerson,A.P. Tell it again stories cl911 p. 147-150) 

Elf's flower (see Bryce, C.T. That's why stories cl910 
p. 79-98) 

Georgie lie abed (see Pyle, Katharine Careless Jane and 
other tales cl895 p. 35-42) 

In a minute (in Judson, H.P. and Bender, I.C. Graded 
literature readers 1900 v. 2, p. 33) 

Secretary's watch (in Buckwalter, Geoffrey Readers cl907 
v. 3, p. 91) 

Wishing wishes Lindsay, Maud (see her More mother stories 
1914 p. 15-23) 

Songs 

Prompt (see Poulsson, A.E. and Smith, Eleanor Songs 
of a little child's day 1913 p. 6) 

Games 

Arms, legs and trunks (see Stecher, W:A. Games and dances 
1916 p. 185-186) 

TRUTHFULNESS 

Stories 

Act the truth (see White, E.E. School management 1894 
p. 270-271) 

Boy and the robbers (see Baldwin, James Fifty famous people 
cl912 p. 98-101) 

Boy who cried "Wolf" (see Bryant, S:C. Stories to tell to 
children cl907 p. 68-69) 

Coming of the king Richards, Mrs L-.E. (H.) (see her Pig 
brother and other fables and stories 1914 p. 11-14) 

Damon and Pythias (see Baldwin, James Fifty famous stories 
retold cl896 p. 100-102) 

Finn and the pear (in Cyr, E.M. (Mrs. R. P. Smith) Readers 
1901 V. 2, p. 152) 



Second grade 63 

Stories 

Firebrands Martin, F.E. and Davis, G:M. 

Golden pears Keyes, A.M. (in Elson, W:H. Primary school 
readers cl912 v. 3, p. 84-92) 

Lost hat (see Turner, E:A. Stories for young children n.d. 
P. 30) J 

Loving cup which was made of iron Harrison, Elizabeth (see 
her In story land cl895 p. 78-85) 

Prince Frederick (see Ballou, E.L. Guide right 1908 
P- 37) 

Washington and the colt (see Wilson, Mrs L.Li. (W.) History 
reader 1911 p. 202-203) 

(in Clyde, A.M. and Wallace, Lillian Through 

the year 1899 v. 2, p. 23-24) 

What the clock said (in Baldwin, James and Bender, I.C. 
Readers cl911 v. 3, p. 36-39) 



FAIR PLAY 



Stories 



Bell of Atri; an Italian tale (see Baldwin, James Fifty 
famous stories retold cl896 p. 69-75) 

(in Carroll, C.F. and Brooks, S:C. Readers 1910 

v. 3, p. 22-25) 

(in Elson, W:H. Primary school readers cl912 

v. 2, p. 80-85) 

Tom and Jerry (in Warner, Mrs E.E. (K.) Character build- 
ing readers cl910 v. 1, pt. 2, p. 39-40) 

Way to have a good time (in Judson, H.P. and Bender, I.C. 
Graded literature readers cl900 v. 2, p. 52) 

SAFETY 

Stories 

Firebrands Martin, F.E. and Davis, G:M. 

Policeman (see Rafter, P.F. City and town 1913 p. 132-136) 

Sammy's disobedience (see Ballou, E.L. Guide right 1908 
P. 10) 

Songs 

Flagman (in Riley, Mrs AC. (D.) and Gaynor, J.L. Songs 
of the child world cl904 v. 2, p. 78-80) 

KINDNESS TO ANIMALS 

Stories 

Fairy bird (in Baldwin, James and Bender, I.C. Readers 
C1911 v. 3, p. 99-107) 

Hans and his dog Lindsay, Maud (see her More mother 
stories 1914 p. 35-51) 



Second grade 64 

/Stories 

House in the wood; adapted from Grimm Bailey, C.S. ed. 
(see Bailey, C.S. and Lewis, CM. eds. For the 
children's hour 1915 p. 321-325) 

Little yellow wing (in Warner, Mrs E.E. (K.) Character 
building readers cl910 v. 2, pt. 2, p. 189-195) 

Origin of the pussy willows (see Bigham, M.A. Fanciful 
flower tales 1913 p. 93-98) 

Our wren house (in VanSickle, J.H., Seegmiller, W. and 
Jenkins, F. eds. Riverside readers cl911 v. 3, p. 33-36) 

Spotty's family Jarvis, Josephine (see Poulsson, A.E. In 
the child's world 1894 p. 146-147) 

What kept the new chimney waiting Donnell, A.H. (see 
Bailey, C.S. and Lewis, CM. eds. For the chil- 
dren's hour 1915 p. 42-44) 

(in Carroll, C.P. and Brooks, S:C 

Readers 1910 v. 3, p. 62-65) 

(in Elson, W:H. Primary school readers 

cl912 v. 3, p. 210-212) 

Who ate the dolly's dinner Curtis, I.G. (see Bailey, C.S. 
and Lewis, CM. eds. For the children's hour 1915 



p. 225-227) 



Stories 



THIRD GRADE 

THOROUGHNESS 



Dust under the rug (see Lindsay, Maud Mother stories 
1900 p. 157-164) 

Four apple trees (in Warner, Mrs E.E. (K.) Character build- 
ing readers cl910 v. 2, pt. 2, p. 76-80) 

Give heed to little things (in Jones, L.H: Readers by grades 
1904 v. 2, p. 152) 

Honest work (in Jones, L.H: Readers by grades cl903 
v. 4, p. 207) 

Horse shoe nails (see Baldwin, James Fifty famous people 
C1912 p. 51-54) 

Lesson in nest building; an old English tale (see Baldwin, 
James Fairy stories and fables cl895 p. 162-165) 

(in Elson, W:H. Primary school readers cl912 

v. 2, p. 71-72) 



(see Perdue, H.A. and Griswold, S:E. Language 

through nature, literature and art cl902 p. 201-203) 

Rollo's garden Abbott, Jacob (in Gordon, E.K. Readers 
C1910 v. 3, p. 157-164) 

Tabby and the mice (in Jones, L.H: Readers by grades 
1904 v. 2, p. 91) 



Third grade 65 



Stories 



Treasure in the orchard .ZEsop (in Lewis, H.P. and 
Lewis, Elizabeth Lippincott readers 1912 v. 3, p. 162-165) 

(see Bryant, S:C Stories to tell to children cl907 

p. 194-195) 



HONESTY 

Stories 

Hat post office (in Hervey, W.L. and Hix, Melvin 
Horace Mann readers cl910 v. 3, p. 145-147) 

Honest bee (in Warner, Mrs E.E. (K.) Character building 
readers cl910 v. 1, pt. 2, p. 55-56) 

Honest Indian (in Hervey, W.L. and Hix, Melvin Horace 
Mann readers cl909 v. 2, p. 33-35) 

Honest woodman (see Poulsson, A.E. In the child's world 
1894 p. 22-24) 

Lincoln and the borrowed book (in Hervey, W.L. and Hix, 
Melvin Horace Mann readers cl910 v. 3, p. 82-84) 

Lincoln's honesty (see Wilson, Mrs L.L. (W.) History reader 
1911 p. 190-191) 

Little lad of long ago Allen, A.E. (see Bailey, C.S. and 
Lewis, CM. eds. For the children's hour 1915 p. 267-270) 

(in Elson, W:H. Primary school readers 

C1912 v. 3, p, 158-161) 

Pied piper of Hamelin town (see Bryant, S:C. Best stories to 
tell to children 1912 p. 30-38) 

(see Bryant, S:C. How to tell stories to children 

cl905 p. 145-153) 

(see Whittier, J:G. ed. Child life; a collection of 

poems C1871 p. 121-130) 

Stolen corn (see Bailey, C.S. and Lewis, CM. eds. 
For the children's hour 1915 p. 68-69) 

Trusty Hans; a German foik tale (in Gordon, E.K. Readers 
C1910 p. 92-95) 



RESPECT 

Stories 

How the boys befriended the old lady Lascomb, Fannie (in 
Warner, Mrs E.E. (K.) Character building readers cl910 
v. 2, pt. 1, p. 116-119) 

Sir Walter Raleigh (see Baldwin, James Fifty famous stories 
retold C1896 p. 54-57) 

Sons of the Caliph (see Baldwin, James Fifty famous people 
C1912 p. 96-97) 



Third grade 66 

KINDNESS TO ANIMALS 

Stories 

Another bird story (see Baldwin, James Fifty famous people 
C1912 p. 11-13) 

Boy and his donkey (in Baldwin, James and Bender, I.C. 
Readers cl911 v. 3, p. 151-153) 

Catbird (in Baldwin, James and Bender, I.C. Readers 
C1911 v. 3, p. 184-186) 

How Mr. Lincoln helped the pig (in Clyde, A.M. and Wal- 
lace, Lillian Through the year 1899 v. 2, p. 19-20) 

Saving the birds ., (see Baldwin, James Fifty famous people 
C1912 p. 7-11) 

(in Clyde, A.M. and Wallace, Lillian Through 

the year 1899 v. 2, p. 18-19) " 

FOURTH GRADE 

COURAGE 



Stories 



American book of golden deeds Baldwin, James v. 1 
Another wolf story (see Baldwin, James Fifty famous people 
C1912 p. 47-51) 

Arnold Winkeireid (see Baldwin, James Fifty famous stories 
retold C1896 p. 66-68) 

Bomb (see Baldwin, James Fifty famous people cl912 
p. 107) 

Boy and the wolf (see Baldwin, James Fifty famous people 
C1912 p. 43-47) 

Boy. the bees and the British McCorkle, L.A. (in Elson, 
W:H. Primary school readers cl912 v. 3, p. 151-156) 

Brave three hundred (see Baldwin, James Fifty famous 
stories retold cl896 p. 110-112) 

Grace Darling (see Baldwin, James Fifty famous stories re- 
told C1896 p. 61-63) 

Horatius at the bridge (see Baldwin, James Fifty famous 
stories retold cl896 p. 91-94) 

Line of golden light Harrison, Elizabeth (see her In story 
land cl895 p. 20-30) 

Lydia Darragh (see Gerson, Oscar History primer . cl906 
p. 90-93) 

(see MacDowell, Mrs L-.I. (R.) Story of Philadelphia 

C1900 p. 229-234) 

Origin of the tiaer lily Bigham, M.A. (see her Fanciful flower 
tales 1913 p. 47-57) 

Stories of brave dogs Carter, M.H. ed. 

St. George and the dragon; adapted from the English legend 

(see Bailey, C.S. and Lewis, CM. eds. For the 
children's hour 1915 p. 262-265) 



Fourth grade 67 

Stories 

Story of William Tell (see Baldwin, James Famous stories 
retold C1896 p. 64-65) 

Zelda's bear (in Carroll, C.F. and Brooks S:C. Readers 
1910 V. 3, p. 43-47) 

SELF CONTROL 

Stories 

Boy and the echo (in Hervey, W.L. and Hix, Melvin 
Horace Mann readers cl909 v. 2, p. 108-110) 

Dolly's lesson Coolidge, Susan (in Blodgett, F.E. and 
Blodgett, A.B. Readers cl906 v. 3, p. 114-122) 

King and his hawk (see Baldwin, James Fifty famous stories 
retold cl896 p. 113-118) 

Knights of the silver shield Alden, R.M. (in VanSickle, J.H., 
Seegmiller, W. and Jenkins, F. eds. Riverside read- 
ers C1911 v. 3, p. 234-244) 

Why Lottie did not whisper (in Warner, Mrs E.E. (K.) Char- 
acter building readers cl910 v. 3, p. 22-23) 



THRIFT 



Stories 



Stories of thrift for young Americans Pritchard, M.T. and 
Turkington, G.A. 

PERSEVERANCE 

Stories 

Bruce and the spider (see Baldwin, James Fifty famous 
stories retold cl896 p. 33-35) 

(in Lewis, H.P. and Lewis, Elizabeth Lippincott's 

readers 1912 v. 2, p. 136-138) 

Crow and the pitcher JEsop (see his Fables; ed. by Mrs 
J.H. (S.) Lansing 1915 p. 25-26) 

George Stephenson (see Cabot, Mrs E.L. Ethics for children 
C1910 p. 239-240) 

Hare and the tortoise ^Esop (see his Fables; ed. by Mrs 
J.H. (S.) Lansing 1915 p. 88-90) 

Helen Keller; the story of my life 

How Napoleon crossed the Alps (see Baldwin, James Fifty 
famous stories retold C1896 p. 75-76) 

Line of golden light Harrison, Elizabeth (see her In story 
land C1895 p. 20-30) 

Psyche's tasks (see Poulsson, A.E. In the child's world 
1894 p. 57-59) 

Story of Theseus Spooner, M:E. (see Bailey, C.S. and 
Lewis, CM. eds. For the children's hour 1915 p. 265-267) 

Try, try again (see Baldwin, James Fifty famous people 
cl912 p. 142-143) 



Fourth grade 68 

KINDNESS TO ANIMALS 
Stories 

Androcles and the lion (see Baldwin, James Fifty famous 
stories retold cl896 p. 87-91) 

Bird's nest Hay, M.C. (in Baldwin, James and Bender, 
I.C. Readers cl911 v. 4, p. 181-185) 

Boy who loved birds (in Hill, D.H., Stevens, F.L. and Bur- 
kett, C:W: eds. Readers cl906 v. 3, p. 171-175) 

General Grant's kindness to horses Greenleaf, E.M.C. (in 
Warner, Mrs E.E. (K.) Character building readers cl910 
v. 4, p. 16-17) 

Hero and his friend (in Baldwin, James and Bender, I.C. 
Readers cl911 v. 4, p. 67-69) 

Little brothers of the air (see Baldwin, James Fifty famous 
people cl912 p. 118-120) 

Old Jessie's Christmas Smith, A.H. (in Howe, W.D., Pritch- 
ard, M.T. and Brown, E:V. Readers 1910 v. 4, 
p. 107-115) 

Stone of gratitude (see Bryce, C.T. That's why stories 
C1910 p. 109-115) 

Story of Raggles (in Baldwin, James and Bender, I.C. 
Readers cl911 v. 4, p. 149-152) 

Webster and the woodchuck (see Baldwin, James Thirty 
more famous stories retold cl905 p. 62-66) 



Index to Titles of Stories, Songs and Games 
Referred to in the Preceding List 



PAGE 

Act the truth 62 

American book of golden deeds. . . 66 

Androcles and the lion 68 

Another bird story 66 

Another wolf story 66 

Ant and dove 60 

Anti-behind time society 62 

Appleseed John 60 

Arnold Winkelreid 66 

Arms, legs and trunks 62 

At the little boy's home 57 

Bed time 58 

Bell of Atri 63 

Bird's nest 68 

Blackie and Mr. Bullfrog 57 

Blackie in the trap 57 

Blind man and the lame man . . 60 

Bomb 66 

Boy and his donkey 66 

Boy and the echo 67 

Boy and the robbers 62 

Boy and the wolf 66 

Boy, the bees and the British. . . 66 

Boy who cried "Wolf" 62 

Boy who loved birds 68 

Boy's manners 59 

Brave three hundred 66 

Brownies 60 

Bruce and the spider 67 

Bunny Bunting 57 

Busy wind 61 

Catbird 66 

Christmas in the barn 61 

Chilly little chickadees 61 

Climbing alone 57 

Coming of the king 62 

Cosy lion 59 

Crane express 60 

Crow and the pitcher 67 

Damon and Pythias 62 

Do what you can 60 

Dilly Dally 62 

Dolly's lesson 67 

Discontented mill window 58 

Dumpy, the pony 61 

Dust under the rug 58, 64 

Elf's flower 62 



PAGE 

Elves and the shoemaker 60 

Fairy bird 63 

Fairy shoes 57 

Fairy who came to our house. . . 58 

Finn and the pear 62 

Firebrands 63 

Flagman 63 

Fleetfoot and Billy 59 

Foolish weather vane 57 

Four apple trees 64 

Four footed gentlemen 59 

General Grant's kindness to horses 68 

George Stephenson 67 

Georgie lie abed 62 

Giant's kettle 58 

Give heed to little things 64 

Golden pears 63 

Golden rod 59, 60 

Grace Darling 66 

Flans and his dog 63 

Hare and the tortoise 67 

Hat post office 65 

Helen Keller 67 

Hero and his friend 68 

Honest bee 65 

Honest Indian 65 

Honest woodman 65 

Honest work 64 

Horatius at the bridge 66 

Horse shoe nails 64 

House in the wood 64 

How little Cedric became a knight 59 

How Mr. Lincoln helped the pig 66 

How Napoleon crossed the Alps 67 

How Patty gave thanks 59 

How the boys befriended the old 

lady 65 

How the home was built 60 

How the robin's breast became red 60 

Humming bird and the butterfly 59 

I love little pussy 62 

In a minute 62 

Irene, the idle 59 

Jack and Jennie Sparrow 61 

Keeping the streets clean 58 

Kind old oak 60 

King and his hawk 67 



69 



70 



PAGE 

Knights of the silver shield 67 

Landlord's mistake 59 

Lesson from the animals 58 

Lesson in nest building 64 

Lincoln and the borrowed book.. 65 

Lincoln's honesty 65 

Line of golden light 66, 67 

Lion and the mouse 61 

Little brothers of the air 68 

Little cook 60 

Little deeds of kindness 60 

Little girl with the light 61 

Little house-wife A 58 

Little lad of long ago 65 

Little lady " 59 

Little lights 60 

Little pony 62 

Little worm that was glad to be 

alive 61 

Little servants 59 

Little shepherd 57 

Little yellow wing 64 

Lost hat 63 

Loving cup which was made of 

iron 63 

Lydia Darragh 66 

Minding their mother 58 

Molly's lamb 61 

Mrs. Tabby Gray 61 

Mm Thrifty-ant's fall 61 

My kitten 62 

Naughty comet 57 

Obedient 58 

Old Jessie's Christmas 68 

Origin of the pussy willows .... 64 

Origin of the tiger lily 66 

Our wren house 64 

Out of the nest 61 

Pet kitten 61 

Petro 58 

Pied Piper of Hamelin town.... 65 

Pig brother 58 

Please 59 

Policeman . . 63 

Polite 59 

Polite monkey 59 

Prince Frederick 63 

Prompt 62 

Psyche's tasks 67 



PAGE 

Raggylug 57 

Ragman 59 

Rollo's garden 64 

Sailor man ' 57 

St. George and the dragon 66 

Sammy's disobedience 63 

Saving the birds 66 

Secretary's watch 62 

Simon says "Thumbs up" 58 

Sir Walter Raleigh 65 

Sons of the Caliph 65 

Spotty's family 64 

Stolen corn 65 

Stone in the road 61 

Stone of gratitude 68 

.Stories of brave dogs 66 

Stories of thrift for young Amer- 
icans 67 

Story of Raggles 68 

Story of Theseus 67 

Story of William Tell 67 

Story of Wylie 61 

Surly guest 59 

Sweeping and dusting 58 

Tabby and the mice 64 

Tale of Peter Rabbit 57 

Ten fairies 59 

Tom and Jerry 63 

Treasure in the orchard 65 

Trusty Hans 65 

Try, try again 67 

Ulysses and the bag of winds ... 57 

Useful 61 

Washing and ironing 58 

Washington and the colt 63 

Way to have a good time 63 

Webster and the woodchuck. . . . 68 
What broke the china pitcher . . 58 
What kept the new chimney wait- 
ing 64 

What the clock said 63 

Wheat field 61 

Who ate the dolly's dinner 64 

Why Lottie did not whisper. ... 67 
Why the evergreen trees keep 

their leaves in winter 61 

Why violets have golden hearts 61 

Wishing wishes 62 

Zelda's bear 67 



Books Containing the Stories, Songs and Games 
Referred to in the Preceding List l 



*iEsop Fables; ed. by Mrs J.H. (S.) Lansing Bost. Ginn 

Bailey, Carolyn Sherwin and Lewis, Clara M. eds. For the children's 

hour Springfield (Mass) Bradley 

* Baldwin, James American book of golden deeds N. Y. American bk 

CO 

* Fairy stories and fables N. T. American bk co 

* Fifty famous people N. Y. American bk co 

* Fifty famous stories retold N. Y. American bk co 

* Thirty more famous stories retold N. Y. American bk co 

* and Bender, Ida C. Readers v. 2, 3, 4 N. Y. American 

bk co 

Ballou, Emma Lovisa Guide right N. Y. Simmons 

Beacon readers see Fasset, J.H. 

* Bigham, Madge A. Fanciful flower tales Bost. Little 

* Merry animal tales ; a book of old fables in new dresses 

Bost. Little 

* Blodgett, Frances Eggleston and Blodgett, Andrew Burr Readers Vi 3 

Bost. Ginn 

* Bryant, Sarah Cone Best stories to tell to children Bost. Houghton 

How to tell stories to children Bost. Houghton 

* Stories to tell to children Bost. Houghton 

Bryce, Catharine Turner Fables from afar N. Y. Newson 
That's why stories N. Y. Newson 

* Buckwalter, Geoffrey Readers v. 3 N. Y. Simmons 

Burnett, Mrs Frances Hodgson (Mrs Stephen Townsend) Cosy lion, 

as told by Queen Crosspatch N. Y. Century co 

* Cabot, Mrs Ella Lyman Ethics for children Bost. Houghton 

* Carroll, Clarence Franklin and Brooks, Sarah Catharine Readers v. 3 

N. Y. Appleton 

Character building readers see Warner, Mrs. E.E. (K.) 

* Clyde. Anna M. and Wallace, Lillian Through the year v. 2 N. Y. 

Silver 

Coe, Ida and Christie, Alice J. Story hour readers Primer N. Y. 

American bk co 

* Cyr, Ellen M. (Mrs Ruel P. Smith) Readers v. 2 Bost. Ginn 

* Dillingham, Elizabeth Thompson and Emerson, Adelle Powers Tell it 

again stories Bost. Ginn 

* Elson, William H. Primary school readers v. 2, 3 Chic. Scott 

* Farmer, Florence Virginia Nature myths of many lands N. Y. 

American bk co 

* Fasset, James Hiram Beacon readers v. 2 Bost. Ginn 

* Gerson, Oscar History primer Phil. Hinds 

* Gordon, Emma K. Readers v. 3 Bost Heath 
Graded literature readers see Judson, H.P. and Bender I.C. 

1. In the main, the books from which selections have been made are 
available for requisition in 1916. Such books are indicated by (*)- 

71 



72 

* Harrison, Elizabeth In story land Chic. Sigma puh. co 

* Hervey, Walter L. and Hix, Melvin Horace Mann readers v 2, 3, 4 

Chic. Longmans 

* Hill, Mildred J. and Hill, Patty Smith Song stories for the kinder- 

garten Chic. Summy 

Hill, Daniel Harvey Stevens, Frank Lincoln and Burkett, Charles Wil- 

liam eds. Readers v 3i Bost. Ginn 

* Plolbrook, Florence Book of nature myths Bost. Houghton 
Holmes, George Freeland Readers v. 3 N. Y. American bk co 
Horace Mann readers see Hervey, W.L. and Hix, Melvin 

* Howe, Will David Pritchard, Myron Thomas and Brown, Elizabeth "Vir- 

ginia Readers v. 3, 4 N. Y. Scribner 

* Jones, Lewis Henry Readers by grades v. 2, 3, 4 Bost. Ginn 
Jenks, Harriet S,, and Rust, Mabel comp. and eds. Song echoes from 

child land Bost. Ditson 

* Judson, Harry Pratt and Bender, Ida C. Graded literature readers 

V. 2 N. Y. Merrill 

Keller, Helen Story of my life N. Y. Doubleday 

* Lewis, H.P. and Lewis, Elizabeth Lippincott readers v. 2, 3 Phil. 

Lippincott 
♦Lindsay, Maud More mother stories Springfield (Mass) Bradley 

Mother stories Springfield (Mass) Bradley 

Lippincott's readers see Lewis, H.P. and Lewis, Elizabeth 

MacDowell, Mrs Lillian lone (Rhoades) Story of Philadelphia N. Y. 

American bk co 

* Martin, Frank Eugene and Davis, George Moses Firebrands Bost. 

Little 
Perdue, Hannah Avis and Griswold, Sarah E. Language through nature, 

literature and art Chic. Rand 

* Poulsson, Anne Emilie - In the child's world Springfield (Mass) 

Bradley 

and Smith. Eleanor Songs of a little child's day Spring- 
field (Mass) Bradley 

Pritchard, Myron Thomas and Turkington, Grace A. Stories of thrift 

for young Americans N. Y. Scribner 

Pyle, Katharine Careless Jane and other tales N. Y. Dutton 

* Rafter, Pauline Frost City and town Bost. Sanborn 

Richards, Mrs Laura Elizabeth (Howe) Pig brother and other fables 

and stories Bost. Little 
Riley, Mrs Alice Cushing (Donaldson) and Gaynor, Jessie L. Songs of 

the child world Cine. Church 
Riverside reader see VanSickle, J.H., Seegmiller, W. and Jenkins, F. eds. 
Smith, Eleanor Music course v. 1 N. Y. American bk co 
Songs for little children v. 1 Springfield (Mass) Bradley 

* Scudder, Horace Elisha Fables and folk stories Bost. Houghton 
Seton, Ernest Thompson Wild animals I have known N. Y. Scribner 

* Stecher, William A. Games and dances Ed. 2 Phil. McVey 
Stories of brave dogs; ed. from St. Nicholas by M.H. Carter N. Y. 

Century co 
Story hour readers See Coe, Ida and Christie, A.J. 

Turner, Elizabeth A. Stories for young children Bost. Ginn 

* VanSickle, J. H., Seegmiller, W. and Jenkins, F. eds. Riverside read- 

ers v. 2, 3 Bost. Houghton 

* Walker, Gertrude A. and Jenks, Harriet S. Songs and games for little 

ones Bost. Ditson 

* Warner, Mrs Ellen E. (Kenyon) Character building readers v. 1, 2, 

3, 4 Phil. Hinds 

White, Emerson Elbridge School management N. Y. American bk co 

* Whittier, John Greenleaf ed. Child life ; a collection of poems 

Bost. Houghton 

* Wilson, Mrs L.L. (Williams) History reader N. Y. Macmillan 



LIBRARY OF CONGRESS 



019 840 907 8 



